SPONSORED BY KENETECH CORPORATION, —ping «s* ow much do you know about the wind? We often hear the wind mentioned on weather reports: Northwest winds at 10 -20 knots; cool and breezy; partly cloudy skies with mild winds, t seems to always be there, but why? ‘What causes wind? How can we measure the winds speed? Why is it sometimes so strong that it becomes destructive? How can we use the winds power as a valuable source of energy? All these questions and more will be answered as you work your way through WindPOWER By definition, wind is air in motion Though unseen, its presence can be felt. ...Whoa, who are you? Tam the wind. Can I help you? You certainly can. We were just discussing how powerful you are. But I told everyone you can’t be seen. How do | explain this? ‘Oh, I can't be seen. Only you and your friends ienow I'm here. Just lke the tales of mythology, where some things are veal and others are not, Pe been personified to tell you about the wind. What would you like to know? Create a Myth Mythology reveals the way people thought and felt thousands of years ago. Their stories made ile distinction between the real and the unreal. Imaginations were vivid and lively. What lessons can be learned from the mythological tale above? Using your imagination, write a story or a poem about a wind-related adventure. Include a message or a lesson in your tale. Share your myth with your classmates.ses wind? Wa for starters, what ca Wind is caused by the sun's smeven heating and cooling of the earth's surface. Sandy and rocky areas get hotter than areas with lots of plants and trees. Water is cooler than land. The land or water heats or cools the air above it. Since warm air is lighter than cool air, the warm air rises and the cool air rushes in to take its place. Meteorologistsroferta the areas of cooler, more dense a as areas of high pressure. When areas of high and low pressure are aljacent to each other in a geographic region, the high pressure areas rush in to filln the empty spaces of the low pressure areas. This movement of air i wind. Helix Experiment OBJECTIVES: 1) To discover how temperature atfects air movement, 2) To make a helix that will enable you to demonstrate air moverment MATERIALS: (for each student) ‘white paper (copier or binder paper) markers or crayons ‘compass and pencil scissors thread and needle Notebook or science journal for recording observations powerful electric light, 500 watts, to be used as a heat source (class) CAUTION: Because this activity involves the use of electricity and a hot light bulb, it should be carefully supervised by the classroom teacher. BEFORE THE EXPERIMENT: Read the activity carefully. What do you think will happen? This is your HYPOTHESIS. Write your prediction or hypothesis in your science journal TEST YOUR HYPOTHESIS BY DOING THE EXPERIMENT: 1. Cut a circle approximately 5* (13 om) in diameter out of white paper. Decorate your circle. 2. Using the pattern shown on this page as a guide, cut ‘your paper circle into one continuous spiral, beginning on ‘he outside edge ofthe circle and cutting toward the middle. (Note: Does not need to be perfect) 3. Thread the needle through the end of the spiral that would have been the center of your circle. Knot the thread so that the helix can hang freely from. the thread. 4, Place the heat source SAFELY 1-2" (2.5-5 cm) under the hanging helix. DO NOT LOOK DIRECTLY AT THE LIGHT. 5, Observe what happens and RECORD YOUR OBSERVATIONS. Use illustrations as well as words to describe this experiment DISCUSSION: What do you think happened? REFINE, REVISE OR REJECT YOUR HYPOTHESIS based on your observations and conclusions. How is wind (ait movement) created? Describe how temperature affects the surrounding air. Does warm air or coo! air ise? Besides the helix, what else can we use to detect air or wind currents?ind \ see that you really get around. What causes the to change speed and direction? The same changes in air pressure that cause wind determine speed and direction. Abrupt changes in temperature affect the air’s movement. Terrain is also a factor. Wind moves parallel ro the ground, so I travel indifferent divections and at different speeds depending on the hills and valleys encounter. Thirty feet above the gyound, where there is less interference, wind speed is about 20% greater. Tcan move prety fast when there's nothing in my way. Build A Wind Vane OBJECTIVES: 1) To create a wind vane and learn how to use it o detect wind direction, 2) To discover the part that wind plays in our weather. MATERIALS: (for each pair of students) cardboard and scissors paper clips 4/2" (15 em) diameter wooden dowel, cut in 12" (80 cm) lengths 2 washers or beads flathead nai, 1-1.5" (25-4 om) long hammer glue and tape crayons or markers compass to determine wind direction notebook or science journal (each student) if BEFORE THE EXPERIMENT: Read the activity carefully. What do you think will happen? This is your HYPOTHESIS. Write your prediction or hypothesis in your science journal. Share the jobs for constructing the wind vane and collecting data with your partner. ‘TEST YOUR HYPOTHESIS BY DOING THE EXPERIMENT: 4. Cut cardboard into one 2x12" (5 x 30 om) rectangle for the base, one 5x5" (13 x 13 om) rectangle forthe tal and one symmetrical 3x4” (8 x 10 cm) arrow. Cut 2" (5 cm) slits centered at both ends of the base. 2. Decorate your wind vane before you assemble it. Think of symbols or objects that represent the wind. 3, Assemble your wind vane by gluing the arrow and tail into the sits in the base so that they are perpendicular. 4, Place one washer or bead between the base and the dowel and another between the base and the head of the nail. Hammer the nail into the dowel. The wind vane needs to move freely as it sits on the dowel. i necessary, attach paper cips (for added weight) near the atrow point so the vane is balanced (level. 5. Review how to use a compass so that you can determine wind direction. THE ARROW OF THE WIND VANE POINTS IN THE DIRECTION FROM WHICH WIND COMES. 6. Take your wind vane somewhere in the school yard where you can observe the wind's effect on the wind vane. Hold it away from your body oF mount it securely wit the tape for future use. 7. Make observations for 4 or § days and RECORD THE WIND DIRECTION tor each day in your journal. ‘Compare this data with the evening weather report on TV. DISCUSSION: What is the windiest spot in your school yard? Does the wind always blow in the same direction throughout the day or from day to day? How do nearby trees or buildings attect the wind? Did your observations agree with the TV weather report? Compare your observations with those of your classmates. Can you invent another efficient wind vane? What different materials could you use?( an we measure your speed? Meteorologists and other wind power professionals use anemometérs to meas wind speed. The Beaufort Wind Scale can be wsed to translate that data. Because wind | speed increases asthe height above ground increases, wind turbines are mounted on \ towers. Also mounted on the tower is an anemometer connected to a contol box thick supplies information to the bine electronically. Wind speeds averaging 15 mph (6.8 m/s) are good for generating electricity. Turbines are programmed to start at useful wind speeds—10% mph (4.5+ m(s)—and to eur off below 8 mph (3.6 ms). Also, when winds are dangerously fast, turbines wm off automaticaly Anemometers Measure Wind Speed OBJECTIVES: 1) To construct an anemometer. 2) To learn how to use it. 3) To discover how and why wind speed varies. MATERIALS: (for each pair of students) ping pong ball heavy colored thread, 12" (30 em) long protractor 42" or metic ruler masking tape wood glue heavy-duty sewing needle long enough to go through a ping pong ball ‘notebook or science journal (each student) large graph paper or chart for summary of data collection (class) BEFORE THE EXPERIMENT: Read the activity carefully. What do you think wil happen? This is your HYPOTHESIS. Write your prediction or hypothesis in your science journal. Divide up the tasks with your partner. ‘TEST YOUR HYPOTHESIS BY DOING THE EXPERIMENT: 1. Tape one end of the ruler as a handle to the back of the protractor as indicated in the diagram. 2. Thread the needle directly through the diameter of the ping pong ball. Pull a short section of thread ‘completely through the ball and tie or glue it to the outside of the ball. Allow the glue to dry thoroughly. 3. Push the thread through the hole in the top ofthe protractor (or tape it if there is no hole) and te a knot 4, Hold the ruler level. When no wind is blowing, the ping pong ball will hang straight down and the thread wil line up with the 90° mark angle mph mis 5. Using the “SIGNS" on the Beaufort Wind Scale (see glossary), predict the speed of the winds observed | fe 8 a in your school yard ey og ae 6. Take your anemometer outside and point the ruler into the 75 10 45 wind. The wind will exert a force on the ping pong ball and 7 12 54 J) cause it to move off center. The thread will ine up at different | 65 13 59 angles depending on the speed of the wind. Practice reading | 60 15 68 before you take your first reading. RECORD THE WIND 50 18 84 SSE) te cannes 38 bb the day or one reading each day for four days. Record the time, | 39 6 44.7 day, angle and mph (m/s) for each reading. Then find the average | 55 95 130 for this data. 20 33 148 cland, Sie Francis 8. Use the class chat or graph fo record your average, and copy this Beaufort (1774-1857) was only 6f@ph into your journal indicating the class average for the week or day. twelve years old when he joined DISCUSSION: Compare your results with others in the class. How did the British Royal Navy: He devised terrain affect your results? How does wind speed close to the ground le after 20 years of compare to wind speeds higher up? How aid the wind speed change from day to day or hour to hour? his wind observing ships at sea,wv long have people been using the wind asa source of energy? P’ve been busy for.g long, long time. For thousands of years, people have used energy from the wind to move from place to place. In 2800 B.C. Egyptians used wind to power thei sailboats. Ancient Persians brat windmills and sed the mechanical power derived from them to grind grain. The Chinese used twindinlls to life water from deep wells to irigate their farms. By the 12th century, windmills were introduced into central Europe where they remained «an important source of power for six centuries. By 1800, 12,000 windmills were helping prevent floods in Holland by pumping excess water. American settlers used windmill to irvigate the soil, mill grain, saw lumber, sharpen farm tools and generate electricity for individual homesteads. Today, modem windmill, called wind turbines, are used to convert wind power into massive amounts of electricity —enough to power entire cities. Build A Mini-Wind Turbine OBJECTIVES: 1) To build a min-turbine that will use wind as a source of energy. 2) To discover the connection between wind power and electri MATERIALS: (for each small group OR each class demonstration) plastic model airplane propeller with a6" (15 cm) span high-velocity floor fan with a 16" (40 cm) diameter or larger ‘wood glue masking tape 4.5-volt wheat bulb (trom a hobby or electronics shop) heavy cardboard such as from a heavy-duty cardboard box ‘small 3-volt DC motor (CER MAG Motors, model #260 for example) plastic insulated thin-gauge hook-up wire (length may vary) notebook or science journal and diorama materials (each student) BEFORE THE EXPERIMENT: Read the activity carefully. What do you think will happen? This is your HYPOTHESIS. Write your prediction or hypothesis in your science journal ‘TEST YOUR HYPOTHESIS BY DOING THE EXPERIMENT : 1. The motor should come with a cog (wheel) that fits snugly on the motor shaft. Place the cog into the center hole of the propeller. If itis loose, giue it into place and allow it to dry thoroughly, 2. Line up the center hole ofthe propeller withthe motor shaft. Push the propeller onto the shaft. It should fit very tightly so that it wil turn the motor. 3, Connect the insulated wires from the motor to the wires of the wheat bulb. (Use addi- tional insulated wire if you wish to extend the distance from the propeller to the bulb.) Caretully remove 1/2" (1.5 cm) of plastic insulation from the ends of the hook-up wire to expose the metal wire. To connect the wires, twist the exposed wire ends together. 4.Tur the fan on to high speed. Hold the propeller 2-3" (5-7 om) from the fan and slightly off center where the wind speed isthe strongest. As the propeller turns, the motor will generate electricity to light your bulb. Eye protection is recommended while doing this experiment. Keep fingers away from spinning blades. DISCUSSION: How is this eneray renewable & clean? What happens when you reduce wind speed? EXTENSION: Surround the bulb with a decorated diorama. Cut out 1 side of your diorama box 0 that 3 sides will be the walls around the tiny bulb. Use the fan as your wind source and the propeller to power the bulb in your decorated room. How could the electricity be used in your room? Try a different sized propeller. How does this change the electrical output? Try mounting YOU mini-turbine on a tube to simulate a wind turbine tower.ou How does that work? How is it possible to capture your power and transform it into electricity? Wel, it's a fascinating process. Let me show you how it works. Propeller Moving air his the propel ofthe wind Turbine and causes it tun. Generator Tho turning propeller ‘otates the armature within the generator. | — Armature As the wire armature turns, the magnetic fold “organizes the electrons vwthin the atomic structure of he wires and causes them tone up in ‘one Sirecton inducing a curent of electrons to flow through the wire (electric curent), it an appiance such as 2 lightbulb becomes a pat ofthe circuit, the electrons wil flow through the appliance and supply it with electrcy S: eral factors affect turbine performance: wind speed, tower height, locmion ond ce ype of propellers. Wind speed, hich s affected by locaton, is especially significant. In onder to provide for large-scale electrical power from wind, iis necessary to install large monbers of wind turbines. A grou of turbines is called a Windplant™ generating system. A Windplant is ofen bul at a higher elevation on land that also can be sed for other purposes suchas farming, Animals can graze andlor crops can be grown around the towers making 6 Whdplant one ofthe mott practical. sts or Dower generation, A Windplant is alo expandable. As the demand or wind generated electricity increases, more and mone turbines can be added. And electricity generated by wind is no moe expensive (and often lss expensive) than prower enerene fron ona, nara enor nuclear energy,ell, I can see that you not only move in fast circles, but your value as a resource is important to us all. Glossary adjacent: near, next to ‘anemometer: an instrument for measuring wind speed ‘armature: a wire loop that carties electric current ‘atomie structure: the building blocks that make up matter Pm glad tha I could be of some help. As you now ow, Tam not only powerful and useful, but mexhaustble, too. As long as the sun shines, there will be changes in temperature on Earth to create more winds. We will never run out of wind. And I'm clean. I don’t poltue the air or water, so wind power i good for the environment, t00 Beaufort Wind Scale: scale for reading wind speed (see chart) —————_" ymplete path of an electric current ‘compass: an instrument that determines direction distinction: showing a difference doldrums: an area along the Equator where trade winds meet forming a spot with very little wind electricity: organized movement of electrons ‘through a wire ‘electrons: negatively charged particles in an atom ‘energy: the capacity to do work Sans ms can Src iss ete oon Uae Sroka is; eae ae ft tr Ugtee Wed et nar kes nee mos 7 1932 Gente Fayhowsleacsanisral wgscosiay roe B12 558 Medel exe Sal arches eve pape Bows ts rata 5981 Fuahteze Gralla sacs on wae wet aeine Swog eee ae wrs wis bao se unbaly Ba naMe Hgiued We eosinetor rake ios wa tert Fretigae Teste ey hao ak eas 75207 Suorg ale Lape bcs a boepats cues toch 54 ‘Moogle Tas urea buns darned. ry geared Sor West dae Hunare Fue pert eel on oan cst eaten 75+ forecasting: to form an opinion beforehand; to predict the weather generator: a device that converts mechanical energy into electricity helix: a spiral high pressure: heavy concentration of air molecules in a given space (cool ait) hypothesis: a guess or explanation of what you expect to happen Insulated: covered or surrounded by a material that protects objects (such as wires) from the environment lrrigate: to water by artificial means low pressure: low concentration of air molecules ina given space (hot ai) meteorologist: a person who studies the atmosphere and its phenomena, including weather and climate ‘molecule: the smallest physical unit of an element or ‘compound, consisting of one or more atoms magnetic fil magnet 1 force of attraction created by a ‘mechanical power: power produced by a machine mythology: the study of myths or legendary stories perpendicular: meeting a given surface at T right angles (AB is perpendicular to CD.) personified: giving human characteristics to something that is not a person propeller: rotating blades protractor: an instrument having a gradual arc for ‘measuring angles ‘symmetrical: corresponding parts that are the same size and shape terrai the variations in land, such as hills and valleys Windplant™ generating system: a large group of wind, turbines operating as a single power plant wind turbine: an electrcity-generating machine powered by the wing wind vane: a device that moves freely in the wind and Indicates the wind's direction