LESSON 1: WHAT KIND OF STATE IS NORTH CAROLINA IN?

I. DEFINE THE CONTENT LESSON OBJECTIVE:
STUDENTS WILL BE ABLE TO IDENTIFY WIND ENERGY AS A FORM OF ALTERNATIVE ENERGY SOURCE VERSUS CONVENTIONAL ENERGY.

LESSON POINT TO PONDER: WIND IS A COST EFFECTIVE ENERGY SOURCE THAT NORTH CAROLINA CAN CONSIDER FOR FUTURE ENERGY CONSUMPTION USE. II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW THAT OUR CURRENT RATE OF ENERGY CONSUMPTION IS COSTLY AND NONRENEWABLE.
STUDENTS WILL KNOW HOW NORTH CAROLINA OBTAINS THEIR ENERGY SOURCES. STUDENTS WILL KNOW THE ALTERNATE FORMS OF ENERGY AND HOW THEY ARE PRODUCED.

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT
IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

STUDENTS SHOULD BE ABLE TO JUSTIFY THEIR SELECTION OF THE POSSIBLE SITES FOR BUILDING AND IMPLEMENTING RENEWABLE ENERGY SOURCES. STUDENTS WILL PREDICT ON A TOPOGRAPHICAL MAP THE FUTURE SITES OF WIND FARMS IN NORTH CAROLINA.
STUDENTS WILL HYPOTHESIZE AND RECORD THE BEST TYPE OF ROTOR DESIGN TO USE IN NORTH CAROLINA.

(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND HOW THE STATE RECEIVES ITS ENERGY SOURCES AND THE AMOUNTS. C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

STUDENTS WILL UNDERSTAND THAT SOME OF OUR CURRENT SOURCES OF ENERGY
SOURCES ARE RUNNING OUT AND THE COST IS INCREASING AND THEREFORE CAUSING INFLATION TO AVERAGE AMERICANS.

STUDENTS WILL UNDERSTAND THAT THERE ARE OTHER FORMS OF RENEWABLE
ENERGY IN THE UNITED STATES AND NORTH CAROLINA THAT HAVE YET TO BE FULLY TAKEN ADVANTAGE OF.

STUDENTS WILL UNDERSTAND WHY NORTH CAROLINA HAS NOT BUILT ANY WIND FARMS TO USE AS AN ALTERNATE SOURCE OF ENERGY.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

HOW CAN THE STATE OF NORTH CAROLINA SAVE MONEY AND UTILIZE OUR NATURAL RESOURCES FOR ENERGY PRODUCTION? STUDENTS WILL BE GIVEN A TOPOGRAPHICAL MAP OF NORTH CAROLINA. THEY WILL IDENTIFY WHICH AREAS OF THE STATE THEY PREDICT ARE MORE EFFICIENT IN PRODUCING WIND POWER BY PLACING A MOCK WIND TURBINE IN THE APPROPRIATE REGION BASED ON THEIR PRIOR KNOWLEDGE OF LANDFORMS THAT EXIST IN NORTH CAROLINA.

I. A.

ENERGY SOURCES UNITED STATES ENERGY SOURCES 1. FOSSIL FUELS HAVE BEEN THE PRIMARY SOURCE OF
ENERGY

2. OVER TIME CLEAN RENEWABLE ENERGY RESOURCES HAVE MADE THEIR WAY TO THE US 3. WIND ENERGY REPRESENTS 9% OF THE US’
RENEWABLE ENERGY SOURCES

4. COMMON USES OF ELECTRICITY AND AVERAGE COST
PER MONTH

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT OUTLINE)

a. LIGHTING i. $6.00 PER MONTH FOR INDOOR LIGHTING ii. INCLUDES LIGHT BULBS AND CHANDELIERS b. WATER i. TYPICAL FAMILY OF FOUR: $34.00 PER MONTH c. HEATING AND AIR CONDITIONING i. HEATING: $60-$80 PER MONTH ii. AIR-CONDITIONING: $65-$233 PER MONTH d. REFRIGERATOR i. $4-$18 DEPENDING ON TYPE OF REFRIGERATOR e. OTHERS: FOR FUN i. TIVO-$2.00 PER MONTH ii. TELEVISION- UP TO $10 PER MONTH DEPENDING
ON TYPE

iii. PLASMA TELEVISION USES THE MOST ENERGY iv. X-BOX-$.60 PER MONTH DEPENDING ON THE
AMOUNT OF USE

B.

NORTH CAROLINA ENERGY SOURCES 1. ENERGY SOURCES a. NUCLEAR ELECTRIC i. FUEL PRODUCED BY NUCLEAR POWER PLANTS ii. USES URANIUM; WHICH IS A NONRENEWABLE

RESOURCE COMMONLY FOUND IN ROCKS.

b. HYDRO ELECTRIC i. ENERGY GENERATED FROM WATER. c. WOOD AND WASTE i. ALSO CALLED BIOMASS ii. CONTAINS ENERGY STORED FROM THE SUN iii. RENEWABLE FORM OF ENERGY d. PETROLEUM i. USED TO PRODUCE PRODUCTS SUCH AS
GASOLINE AND FUEL

2. 3.

e. NATURAL GAS i. MAIN INGREDIENT IS METHANE ii. GEOLOGISTS LOCATE ROCKS THAT ARE LIKELY TO CONTAIN GAS AND OIL COMPOSITES. f. COAL i. NONRENEWABLE ii. MOST ABUNDANT FOSSIL FUEL IN THE UNITED STATES iii. MAINLY USED FOR ELECTRIC POWER g. GEOTHERMAL i. USES THE SUNS HEAT TO PRODUCE ENERGY. ELECTRICITY CONSUMPTION IS AMONG THE
HIGHEST IN THE NATION

RANKS IN THE TOP 10 STATES FOR WIND POWER
CAPACITY

a. WIND SPEED INCREASED WITH ALTITUDE AND
OVER AREAS WITH CONSTANT WINDS

i. AREAS WITH ANNUAL AVERAGE WIND SPEEDS OF 6.5 M/S AND HIGHER AT 80M OF HEIGHT HAVE
THE POTENTIAL TO PRODUCE THE MOST WIND ENERGY. ii. NORTH CAROLINA’S HIGH MOUNTAINOUS REGIONS HAVE AN AVERAGE WIND SPEED OF 7.5 (HIGHEST PEAKS) iii. NORTH CAROLINA’S COASTAL REGIONS HAVE AN AVERAGE WIND SPEED OF 7-7.5 1983 RIDGE LAW HAS PROHIBITED WIND TURBINE PRODUCTION IN THE WESTERN REGION OF THE STATE

4.

II. WIND ENERGY A. HISTORY OF WIND ENERGY 1. USED TO HARNESS POWER SINCE 5000 BC 2. EARLY COLONISTS USED THE CONCEPT OF THE
WINDMILL FOR FARMING PURPOSES

3. WIND PRODUCTION INCREASED IN THE 1970’S DUE
TO THE SHORTAGE OF OIL

4.

MOST OF THE US STATES THAT ARE HARVESTING
WIND ENERGY CAN BE FOUND IN THE WEST

a. TEXAS, CALIFORNIA, WASHINGTON, MINNESOTA, AND IOWA ARE TOP FIVE STATES
THAT HARNESS WIND ENERGY b. DUE TO VARIOUS WIND PATTERNS THROUGHOUT THE SEASONS

c. THE WIND VARIATIONS ARE GOOD MATCHES FOR
WHEN THEIR ELECTRICITY CONSUMPTION IS AT ITS HIGHEST. B. WHAT IS WIND ENERGY?

1. A TYPE OF KINETIC ENERGY THAT WHEN PLACED
THROUGH ROTATING TURBINES AS SHAFT ENERGY IS CONVERTED INTO MECHANICAL POWER

2. ROTATING ENERGY SPINS MAGNETS IN A GENERATOR
AND IS THEN CONVERTED INTO ELECTRICAL CURRENTS

3. WIND ENERGY IS MEASURED BY KILOWATT-HOURS
AND IS USUALLY TRANSLATED INTO MEGAWATTS

4. IN 2007, ONSHORE WIND TURBINES WERE LARGE ENOUGH TO PRODUCE 1.65 MEGAWATTS WORTH
OF POWER

5. AN OFFSHORE WIND TURBINE HAS THE POTENTIAL TO BE LARGER AND PRODUCE MORE ENERGY; THEY
CAN PRODUCE TWO OR THREE MEGAWATTS OF ENERGY

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS’ ATTENTION
AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

STUDENTS WILL VIEW THE VIDEO FROM T. BOONE PICKENS ABOUT ENERGY CONSUMPTION AND NEW RENEWABLE RESOURCES AVAILABLE. STUDENTS WILL USE THIS VIDEO AS THE START TO THEIR DISCUSSION ON RENEWABLE ENERGY.

1. (5 MINUTES) INTRODUCTION TO THE REAL WORLD PROBLEM BY SHOWING A VIDEO BY T. BOONS PICKENS (HTTP://WWW.PICKENSPLAN.COM/MEDIA/) (SLIDE2 OF PPT). 2. AFTER VIEWING THE VIDEO STUDENTS WILL DISCUSS THEIR
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)
THOUGHTS AND WHAT THEY CURRENTLY KNOW ABOUT ENERGY CONSUMPTION. THE CONVERSATION WILL TURN TO ENERGY CONSUMPTION IN NORTH CAROLINA. TEACHER WILL SHOW A CHART DEPICTING THE COST OF ENERGY PER HOUSEHOLD BASED ON A CURRENT ENERGY BILL SHOWING WATTAGE USED IN A FOUR-PERSON HOUSEHOLD. (SLIDE 3 OF PPT). TEACHER WILL ASK THE FOLLOWING QUESTIONS BASED

ON THE TABLE AND BILL: WHAT ITEMS IN THE HOUSE USE THE MOST ENERGY? WHY DO YOU THINK THE RATES CONTINUE TO GO UP/DOWN? WHAT ARE THE WAYS TO CUT ENERGY COSTS?

3. (5 MINUTES) STUDENTS WILL BRAINSTORM A LIST OF ENERGY
SOURCES USED AND THE PERCENTAGES THEY THINK IS BEING USED IN NORTH CAROLINA. STUDENTS WILL THEN RANK THE LIST IN ORDER OF MOST USED TO LEAST USED. TELL STUDENTS THAT FOSSIL FUELS CONSUMES ABOUT 70% OF THE UNITES STATES’ ENERGY SOURCE.

4. (20 MINUTES) TEACHER WILL DEMONSTRATE THE PERCENTAGE OF ENERGY USED BY SHOWING THE 2LITER
BOTTLES CONTAINING WATER LEVELS BASED ON THE AMOUNTS USED IN NORTH CAROLINA (EX: NUCLEAR POWER IS 17% SO THE BOTTLE WILL BE FULL A LITTLE LESS THAN ¼). STUDENTS WILL BE ASKED TO MATCH THE BOTTLE WITH ITS CURRENT ENERGY SOURCE (SHOW POSTERS).

5.

AFTER THEY MAKE THEIR PREDICTIONS, TEACHER WILL SHOW THE ACTUAL SOURCES AND THE PERCENTAGES USED THROUGHOUT THE STATE (SLIDE 4-6 OF PPT). STUDENTS AND TEACHER WILL TALK ABOUT THE OUTCOME OF THE DEMONSTRATION BY DISCUSSING THESE QUESTIONS: WAS OUR PREDICTED LIST CLOSE TO ACTUAL AMOUNTS? WHY DO YOU THINK _____ WAS USED MORE THAN ANOTHER?, IS THERE ONE SOURCE OF ENERGY THAT SURPRISES YOU THAT WE USE THE MOST OR LEAST?, WHAT DO YOU NOTICE ABOUT THE FUEL MIX USED TO GENERATE ELECTRICITY?, WHAT DO YOU THINK WILL HAPPEN WHEN THE LARGEST BOTTLE BEGINS TO RUN OUT?, WHAT WILL TAKE ITS PLACE?, HAVE YOU HEARD OF ANY TECHNOLOGIES THAT REPLACE FOSSIL FUELS? SOURCES THEY THINK ARE AVAILABLE TO USE IF AND WHEN FOSSIL FUELS RUN OUT. TEACHER WILL SHOW THE AVAILABLE SOURCES AND WHAT THEY ARE, WITH AN EMPHASIS ON WIND POWER (SLIDE 7 OF PPT).

6. (5 MINUTES) STUDENTS WILL GIVE EXAMPLES OF RENEWABLE

7. (5 MINUTES) STUDENTS WILL USE LAPTOPS TO COMPLETE THE
GOOGLE DOCS PRETEST TO DETERMINE WHAT THEY ALREADY KNOW ABOUT WIND ENERGY AND CLASS DATA WILL BE SHOWN (LINK IS SLIDE 8 OF PPT).

8.

STUDENTS WILL THEN BE TAKEN BACK TO THE CHART OF ENERGY BILLS PER HOUSEHOLD INCOMES FOR NORTH CAROLINA AND IT WILL BE COMPARED WITH THE ENERGY BILL OF A TOWN THAT USES SOLELY RENEWABLE RESOURCES (MAINLY WIND POWER). STUDENTS WILL DERTERMINE WHY THEY THINK IT IS LESS AND MORE COST EFFECTIVE (SLIDE 9 OF PPT).

9. (3 MINUTES) STUDENTS WILL VIEW A VIDEO ABOUT WHERE

SOME WIND FARMS ARE AND THE LANDFORMS THAT ARE AT THOSE LOCATIONS AND AN OVERVIEW OF HOW THE TURBINE WORKS AND POWERS THOSE LOCATIONS FROM THE DEPARTMENT OF ENERGY (SLIDE 9 OF PPT).

10. (5 MINUTES) USING A TOPOGRAPHIC MAP OF THE UNITED STATES, STUDENTS WILL THEN PREDICT WHERE THEY THINK
THE BEST LOCATIONS FOR WIND FARMS WOULD BE ACCORDING TO LANDFORMS (SLIDE 10 OF PPT). STUDENTS WILL THEN VIEW ANOTHER MAP OF THE UNITED STATES OF WHERE ACTUAL WIND POWER IS CURRENTLY BEING USED AND COMPARE IT WITH THEIR PREDICTIONS (SLIDE 11 OF PPT).

11. (5 MINUTES) USING THIS INFORMATION, STUDENTS WILL
MAKE A PREDICTION BY PLACING A PINWHEEL ON A TOPOGRAPHICAL MAP OF NORTH CAROLINA (SLIDE 13 AND 14 OF PPT) OF WHERE THEY THINK THE BEST WIND FARMS WOULD BE IN NORTH CAROLINA (TEACHER WILL TAKE PICTURES FOR MOVIE MAKER).

12. (5 MINUTES) STUDENTS WILL THEN BE INTRODUCED TO ENERGY FACTS ABOUT NORTH CAROLINA (SLIDE 15-16 OF PPT). AND WILL BE ASKED WHY THEY THINK NORTH CAROLINA HAS NOT DEVELOPED ANY WIND FARMS. STUDENTS WILL WRITE THEIR IDEAS DOWN TO SHARE THE NEXT DAY. 13. (10 MINUTES) AS STUDENTS ARE WRITING THEIR IDEAS DOWN, TEACHER WILL RECORD ON VIDEO STUDENTS’
THOUGHTS ON WIND ENERGY BASED ON WHAT THEY LEARNED ABOUT IN TODAY’S LESSON TO USE IN WINDOWS MOVIE MAKER AND USING AUDACITY THEY WILL RECORD THEIR CAPTIONS FOR THE PICTURES THAT WERE TAKEN DURING TODAY’S ACTIVITIES.

14. THEIR OVERNIGHT ASSIGNMENT WIL BE TO SEE IF THEY CAN
RESEARCH WHY NORTH CAROLINA HAS NOT BUILT ANY WIND FARMS TO CREATE WIND POWER AND TO HYPOTHESIZE WHAT TYPE OF WIND TURBINE WOULD BE BEST IN NORTH CAROLINA.

15. TEACHER WILL UPLOAD PICTURES AND VIDEOS TO STUDENT LAPTOPS TO USE ON DAY 4 IN WINDOWS MOVIE MAKER. Wind Power Survey This survey was adapted from www.kindwind.org * Required What is wind? * Moving air Sun's energy

Power proportional to the cube of its speed all of the above The energy in wind comes from the... * Earth Sun Ocean Wind is made by the uneven heating of the... * Earth's surface Sun Ocean Wind moves best... * In the forest Over flat land In the city A wind turbine uses wind energy to make... * Electricity Heat Motion What part of a wind turbine captures the wind? * Tower Gear box Blades Deciding where to build many wind turbines is called... * Picking a windy place Siting a wind farm Choosing a windy spot You are likely most often to see wind turbines: * on rivers on hilltops on lakes

in cities Why is learning about renewable energy sources important: * it is necessary for the future it will help future decision making it shows you other ways to create electricity all of the above Some of the devices used in wind power are: * turbines sails windmills all of the above Give two reasons why wind is a good energy resource. *

Do you see North Carolina using wind farms as a source of energy in the future? Why or Why not? *

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Introduction to Energy
Materials Needed ∙ Five 2‐Liter bottles ∙ Your home electricity bill (optional) ∙ Computer Access (optional) Preparation Create five 2‐liter bottles to represent fuels used to generate electricity in the US. Fossil Fuels 70% 1400ml ~ a little less than 3/4 full Nuclear 20% 400ml ~ a little less than 1/4 full Hydro 7% 140ml ~ a little less than 1/10 full Renewables 2.5% 50ml Other .5% 10ml Where Does All This Energy Come From? Turn on a light or some object in your classroom that requires electricity. Ask your students

where the electricity comes from to power this device? Write down any responses they offer on the blackboard, some of these may be sound silly, but write them down anyway. You may hear them say things like; the local power plant, over the wires, from generators. These are good answers but guide them think about the fuel sources that are used to spin the generators. (Important note: depending on the age of your students, or what they have been taught, they may or may not have an idea about how electricity is generated. If they do not have any background in this area you may need to talk about this.) As they provide you with a list of fuels write them on the board. Some may be renewable resources (wind, solar, hydro, geothermal, biomass) Others may be non‐renewable (oil, coal, gas). Do not make any judgments, just write the responses on the board. If you want to break this list down you might ask if there are any differences between these “fuels”, or they can be put into categories. Now look back at the pictures from Part One. Ask your students to imagine a world when we have run out of our non‐renewable fuel sources (oil, gas, coal). Could their dream houses survive in a world without fossil fuels? How? Have your students think about ways to power all the devices in their dream houses without using fossil fuel energy. How could they heat a pool or run a car? Write down ideas on the board. You may need to help them out with ideas like geothermal or ground‐source heating, hydrogen fuel cells, and solar thermal water heating. What is the Reality? Pull out your bottles which are a visual representation of the fuels used to generate electricity in the US. Fossil Fuels 70% 1400ml ~ a little less than 3/4 full Nuclear 20% 400ml ~ a little less than 1/4 full Hydro 7% 140ml ~ a little less than 1/10 full Renewables 2.5% 50ml Other .5% 10ml Discuss this model with the students some questions to ponder include: ∙ What do they notice about the fuel mix used to generate electricity? ∙ Where do they think we get all this fuel? ∙ What they think will happen as the biggest bottle of fuel begins to run out. What will fill its place?

∙ Will

it biggest bottle ever run out? If so, when? 50 years, 100 years, 200 years in the future? ∙ Have they heard of technologies that could replace fossil fuels? ∙ What are those technologies and are they reliable? Do they have problems? ∙ What are the impacts of this type of fuel mix negative and positive? If you want, you can show your students your home energy bill to discuss how we pay for our consumption of energy. Based on their real homes, try to get your students to imagine how high the energy bills for their dream houses might be! (Hmm… maybe we should think about conserving energy in our dream homes!) Helpful Resources: ∙ http://www.kidwind.org/ ∙ http://www.smartpower.org/ ‐ A research and advocacy group trying to increase the amount of renewable energy that people use. ∙ http://www.eia.doe.gov/ ‐ This is the official site of the US Department of Energy. There is a ton of really useful very up to date information here, but it can get bit dense take your time and explore. They also have a kids section which is quite good. What do we use electricity for? These are the common uses for electricity in your house. Air conditioners and refrigerators are big users as it lighting.

LESSON 2: WHICH AXIS DO YOU SPIN ON?
I. DEFINE THE CONTENT LESSON OBJECTIVE: STUDENTS WILL LEARN HOW TURBINES WORK, HOW THE LOCATION OF TURBINES AFFECT COST AND EFFECIENCY AND HOW ROTORS MAKE A DIFFERENCE ON THE AMOUNT OF ENERGY PRODUCED. LESSON POINT TO PONDER: WIND TURBINES ARE THE MOST EFFECTIVE WHEN THERE ARE DESIGNED AND CREATED FOR THE SPECIFIC AREA WHERE THEY WILL BE USED. II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW HOW TURBINES WORK. STUDENTS WILL KNOW HOW THE LOCATION OF TURBINES AFFECT COST AND EFFICIENCY. STUDENTS WILL KNOW HOW ROTORS CAN MAKE A DIFFERENCE ON THE AMOUNT OF ENERGY PRODUCED.

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE
CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS WILL ANALYZE TYPICAL WIND PATTERNS IN NORTH CAROLINA ON THE EAST AND WEST COAST. STUDENTS WILL BRAINSTORM A ROTOR DESIGN BASED ON DIFFERENT VARIABLES. STUDENTS WILL SHARE IDEAS OF WHAT KIND OF ROTOR
DESIGN THEY THINK WOULD BE THE BEST FOR NORTH CAROLINA.

(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE
ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT DIFFERENT VARIABLES CAN CHANGE THE EFFECTIVENESS OF THEIR TURBINE. STUDENTS WILL UNDERSTAND THAT THE TYPICAL WIND PATTERNS

WE EXPERIENCE IN NORTH CAROLINA CAN AFFECT THE TYPE OF TURBINE WE USE. STUDENTS WILL UNDERSTAND HOW TO CHOOSE THE RIGHT TYPE OF ROTOR DESIGN THAT WILL BE THE MOST EFFECTIVE IN NORTH CAROLINA.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

WHAT VARIABLE WILL BE CHANGED IN ORDER TO CREATE AND TEST AN EFFECTIVE TURBINE?

STUDENTS WILL STATE THEIR VARIABLE, LIST REASONS WHY THEY
CHOOSE THAT VARIABLE TO TEST AND HOW THEY WILL CREATE THEIR ROTOR BLADES. ON DAY 3 THEY WILL BEGIN DESIGNING THEIR ROTOR BASED ON THE VARIABLE CHOSEN.

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT
YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

C. WIND TURBINE BLADES 1. BLADE DESIGN A. VERTICAL DESIGN B. HORIZONTAL DESIGN I. DESCENDANTS OF OLD WINDMILLS II. CONSIST OF THREE OR LESS BLADES III. PRODUCES ELECTRICITY 70-85% OF THE TIME. C. MOST BLADES ARE CURRENTLY MADE OUT OF FIBERGLASS, BALSA WOOD, OR CARBON FIBER. 2. ORIENTING THE TURBINE A. YAWNING I. TURBINES MUST FACE THE WIND B. PASSIVE YAWNING I. SMALL TURBINES ARE USUALLY PASSIVE II. THE FORCE OF THE WIND PUSHES THE TURBINE IN PLACE, BY USING A SMALL GUIDE C. ACTIVE YAWNING I. ELECTRONICS TELL THE TURBINE WHICH WAY TO POINT THE ROTOR. 3. THEY CONSIST OF THREE OR LESS ROTORS A. DANISH THREE- BLADED DESIGN I. MOST COMMON SYSTEM SOLD ON THE WORLD
MARKET

ROTOR MAINTAINED UPWIND TWO-BLADED DESIGN I. REQUIRE HIGH ROTATIONAL SPEEDS TO
B. PRODUCE THE SAME ENERGY OUTCOME OF THREE BLADED DESIGN

II.

II.

HAVE HINGED ROTOR TO ALLOW FOR MORE

SHOCK ABSORPTION C. ONE-BLADED DESIGN NOISY II. REQUIRE COUNTER WAIT ON THE OPPOSITE I. SIDE OF THE HUB III. REQUIRES A HINGED ROTOR FOR SHOCK ABSORPTION

4. BY DECREASING THE AMOUNT OF ROTORS THEY ARE
MORE LIKELY TO WITHSTAND EXTREME WIND FORCES A.

WIND IS ABLE TO PASS THROUGH A LARGER
AREA

5. CURRENTLY TURBINES RUN AT VARIOUS ROTATIONAL SPEEDS
AND PITCH ANGLES IN ORDER TO OPTIMIZE THE AMOUNT OF FORCE PLACED ON THE ROTORS A. AVERAGE ROTATIONAL SPEED IS 12-20 RPM B. SLEWING DRIVE CONTROLS THE PITCH OR ANGLE OF THE BLADES. I. SLEWING DRIVE HELPS KEEP THE BLADES FROM BREAKING DUE TO A SUDDEN GUST OF WIND. 6. MINNESOTA DEPARTMENT OF COMMERCE THREE-YEAR STUDY A. THE RESEARCH WAS CONDUCTED BY PLACING WIND TURBINES OF DIFFERENT ROTOR SIZES IN FOUR REGIONS IN THE NORTHEASTERN PART OF THE STATE B. RESULTS REVEALED THAT USING A TURBINE WITH A LARGER ROTOR SIZE RESULTED IN ALL SITES PRODUCING HIGHER POWER.

D. DETERMINING COST EFFECTIVENESS 1. LOCATION A. COST IS DETERMINED BY THE AMOUNT OF WIND
THE AREA GETS B.

COST FOR HOMES TO BUILD THEIR OWN TURBINE CAN RANGE FROM $500-$22,000, WITH THE AVERAGE COST BEING $10,000 C. ONCE THE AMOUNT OF WIND RECEIVED IS
DETERMINED THEN THE SIZE OF THE TURBINE CAN BE FACTORED IN D.

THE ENERGY EFFICIENCY OF HOUSEHOLD
APPLIANCES WILL BE THE DETERMINING FACTOR IN THE AMOUNT OF SAVINGS INDIVIDUALS WILL SEE

E. INDIVIDUAL HOUSEHOLD WIND TURBINE OWNERS

CAN USUALLY SEE A REDUCTION IN THEIR HOUSEHOLD ENERGY BILL BY PERCENT

50-90

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS’
ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

STUDENTS WILL WATCH A VIDEO CLIP FROM UNITED STREAMING ABOUT
HOW THE DIFFERENT PARTS OF A TURBINE HELP MAKE IT WORK EFFECTIVELY.

1. (5 MINUTES) AFTER WATCHING THE VIDEO, STUDENTS WILL
DISCUSS WHAT THEY LEARNED ABOUT THE EFFECTIVENESS OF THE BLADES.

2. (15 MINUTES) STUDENTS WILL THEN CREATE THEIR OWN WIND TURBINE OUT OF A PINWHEEL, BEAD, AND A PUSHPIN (TEACHER
WILL TAKE PICTURES OF THIS ACTIVITY TO USE FOR MOVIE MAKER).

3. STUDENTS WILL FOLLOW THESE STEPS TO CREATE THEIR OWN WIND TURBINE:  TIE ONE END OF A PIECE OF THREAD TO THE PAPERCLILP, TAPE
THE OTHER END OF THE THREAD TO THE PENCIL

 
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

MAKE TWO HOLES IN THE TOP OF THE FOAM CUP AND SLIDE THE PENCIL INTO THE HOLES, MAKING SURE THE PENCIL CAN SPIN FREELY IN THE HOLES. ATTACH THE PINWHEEL TO THE END OF THE PENCIL ERASER WITH THE PUSHPIN. BLOW THE PINWHEEL OR USE A FAN TO SPIN THE PINWHEEL. OBSERVE THE MOVEMENT OF THE PAPERCLIP.

4. (5 MINUTES) STUDENTS WILL DISCUSS WHAT HAPPENED IN THE
ACTIVITY AND HOW THEY COULD USE THEIR DESIGN IN THE REAL WORLD TO DO WORK.

5. (10 MINUTES) A VIDEO OF LOCAL METEOROLOGIST JIM HOWARD
WILL BE PLAYED WITH HIM DISCUSSING THE TYPICAL WIND PATTERNS IN NORTH CAROLINA ON THE EAST AND WEST COAST.

6. (10 MINUTES) USING THE KNOWLEDGE GAINED FROM THE WIND PATTERNS, STUDENTS WILL BRAINSTORM IDEAS (WITH THEIR PARTNER) OF WHAT TYPE OF ROTOR DESIGN THEY THINK WOULD
BE THE BEST ONE FOR A POSSIBLE FUTURE NORTH CAROLINA WIND FARM. THEY WILL TAKE INTO CONSIDERATION WHAT THEY THINK MAKES ONE TURBINE WORK BETTER THAN ANOTHER, WHAT VARIABLES AFFECT THE AMOUNT OF POWER A TURBINE CAN GENERATE, DO SOME VARIABLES MATTER MORE THAN OTHERS, HOW MANY BLADES MOST WIND TURBINES HAVE, WHAT

THEY THINK WOULD HAPPEN WITH MORE OR FEWER BLADES.

7.

STUDENTS WILL FILL OUT TWO QUESTIONS IN THEIR COW NOTEBOOK: THE VARIABLE THEY CHOOSE TO TEST AND THE OTHER VARIABLES THEY WILL KEEP CONSTANT: LENGTH, NUMBER, PITCH/ANGLE, AND SHAPE. CREATING A ROTOR DESIGN BY LISTING AND SKETCHING A DRAFT IN THEIR COW NOTEBOOK OF WHAT THEY WANT THEIR DESIGN TO LOOK LIKE BASED ON THE VARIABLE THEY WILL BE TESTING (TEACHER WILL TAKE PICTURES TO USE IN WINDOWS MOVIE MAKER).

8. (15 MINUTES) STUDENTS WILL WORK IN PAIRS TO START

9. (10 MINUTES) AS STUDENTS ARE FINISHING UP THEIR ROTOR DESIGN ACTIVITIES, TEACHER WILL RECORD ON VIDEO THEIR THOUGHTS ON WIND ENERGY BASED ON TODAY’S LESSON TO USE
IN WINDOWS MOVIE MAKER USING AUDACITY THEY WILL RECORD THEIR CAPTIONS FOR THE PICTURES TAKEN DURING TODAY’S ACTIVITIES.

10.

TEACHER WILL UPLOAD PICTURES AND VIDEOS TAKEN ON STUDENT LAPTOPS TO USE ON DAY 4 IN WINDOW’S MOVIE MAKER.

Variable What variable will you test for your experiment?

Constants What variables do you have to keep the same (constant) as you perform this experiment?

Variable What variable will you test for your experiment?

Constants What variables do you have to keep the same (constant) as you perform this experiment?

Variable What variable will you test for your experiment?

Constants What variables do you have to keep the same (constant) as you perform this experiment?

Variable What variable will you test for your experiment?

Constants What variables do you have to keep the same (constant) as you perform this experiment?

DAY 3-IF THE BLADE FITS
I. DEFINE THE CONTENT LESSON OBJECTIVE: TO DEVELOP TURBINE BLADES BASED ON VARIABLES THAT ARE CONDUCIVE TO NORTH CAROLINA’S ENVIRONMENT.

LESSON POINT TO PONDER: PARTICULAR VARIABLES WINDMILL.

SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY OF A

II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3 ITEMS ARE WORTH KNOWING?

(THINK ABOUT THE
CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW THAT THE FEWER ROTORS FOUND ON THE TURBINE, THE MORE
LIKELY THEY ARE TO WITHSTAND EXTREME FORCES

STUDENTS WILL KNOW THAT ROTORS CAN BE PLACED AT VARIOUS SPEEDS AND ANGLES TO OPTIMIZE THE FORCE. STUDENTS WILL KNOW THAT ENVIRONMENTAL FACTORS AFFECT THE LOCATION, HEIGHT, AND TYPE OF WIND TURBINE THAT WILL BE BUILT.

B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO DEVELOP ROTORS THAT PRODUCE ENERGY. STUDENTS SHOULD BE ABLE TO CONDUCT VARIOUS TRIALS OF ROTOR PRODUCTION TO GAIN THE MOST EFFECTIVE BLADE PRODUCTION. STUDENTS SHOULD BE ABLE TO EXPLAIN A PLAUSIBLE SOLUTION AND ARGUMENT FOR THE BUILDING OF WIND TURBINES IN NORTH CAROLINA AS AN ENERGY SOURCE.

(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE
ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT IT TAKES TIME TO DEVELOP POTENTIAL WIND FARM/TURBINE SITES. STUDENTS WILL UNDERSTAND THAT DIFFERENT VARIABLES MAY PRODUCE DIFFERENT OUTCOMES AND WILL TAKE VARIOUS TRIALS TO PERFECT. STUDENTS WILL UNDERSTAND THAT EFFICIENCY AND USEFULNESS MAY OUTWEIGH THE AESTHETICS AND OTHER MINOR ARGUMENTS OF A POTENTIAL ENERGY SOURCE.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION )

BEFORE TURBINES ARE PRODUCED ENGINEERS MEASURE DIFFERENT VARIABLES SUCH AS FATIGUE LOAD AND EXTREME LOAD. HOW DO
THESE FACTORS AMONG OTHERS DETERMINE WHICH TYPE OF BLADES ARE THE MOST EFFICIENT?

E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

ON DAY 2 STUDENTS PICKED A VARIABLE WHICH TO BASE AND BUILD THEIR ROTORS. ON DAY 3 EACH PAIR WILL BEGIN TO CREATE AND BUILD THEIR ROTORS BASED ON THEIR CHOSEN VARIABLE. AT THE END OF THE LESSON STUDENTS WILL WRITE IN THEIR COW
NOTEBOOKS THEIR REASONING BEHIND CHOOSING THEIR PARTICULAR VARIABLE. THEY WILL COMPARE THEIR VARIABLE, USING A T-CHART, TO A ROTOR DESIGN SUCH AS THE THREE, TWO, OR ONE BLADED DESIGN. BY CREATING ROTORS BASED ON THEIR CHOSEN VARIABLE AND EXPLAINING THEIR REASONING STUDENTS WILL SHOW THEY UNDERSTAND HOW VARIABLES AFFECT BLADE

DESIGN.

1. Orienting the Turbine a. Yawning i. Turbines must face the wind b. Passive yawning I. Small turbines are usually passive ii. The force of the wind pushes the turbine in place, by using a small guide c. Active yawning i. Electronics tell the turbine which way to point the rotor. d. Loads i. Loads are determined by the force and amount of wind speed/force the blades can withstand. ii. Extreme load is the amount of wind speed the rotors can withstand during wind speeds caused by hurricane force winds. iii. Fatigue load is the amount of wind speed the rotors can withstand over time.
F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT
YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

2. They consist of three or less rotors a. Danish three- bladed design i. Most common system sold on the world market ii. Rotor maintained upwind b. Two-bladed design i. Require high rotational speeds to produce the same energy outcome of three-bladed design ii. Have hinged rotor to allow for more shock absorption c. One-bladed design i. Noisy ii. Require counter weight on the opposite side of the hub iii. Requires a hinged rotor for shock absorption 3. By decreasing the amount of rotors they are more likely to withstand extreme wind forces a. Wind is able to pass through a larger area 4. Currently turbines run at various rotational speeds and pitch angles in order to optimize the amount of force placed on the rotors a. Average rotational speed is 12-20 RPM b. Slewing drive controls the pitch or angle of the blades. i. Slewing drive helps keep the blades from breaking due to a sudden gust of wind. 5. WINDOWS MOVIE MAKER A. UPLOADING PICTURES

1. IMPORT FILE 2. SELECT PICTURES TO UPLOAD 3. VIDEO TIMELINE B. UPLOAD VIDEO 1. IMPORT FILE 2. IMPORT VIDEO 3. VIDEO TIMELINE C. INSERT AUDIO 1. CLICK ON INSERT AUDIO 2. SELECT AUDIO FILE 3. DRAG TO COVER PICTURES D. SLIDE TRANSITIONS 1. INSERT CURSOR 2. CLICK ADD TRANSITIONS 3. SELECT TRANSITION

(5 MINUTES)
STUDENTS WILL WATCH A SHORT VIDEO OF AN ACTUAL WIND TURBINE BEING CONSTRUCTED IN BRISTOL PORT, UK HTTP://WWW.YOUTUBE.COM/WATCH?V=DXOYWWU7XCC

G. HOOK: (DESCRIBE HOW YOU
WILL GRAB STUDENTS’ ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

(5 MINUTES) 1) AFTER WATCHING THE VIDEO STUDENTS WILL BRAINSTORM AND
STATE THE FACTORS AND CHARACTERISTICS THEY NOTICED ABOUT THE TURBINE. EXAMPLES INCLUDE THE LOCATION, NUMBER OF ROTORS, HEIGHT, ETC.THE TEACHER WILL LIST THE STUDENT GENERATED ANSWERS ON A WORD DOCUMENT.

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

2) THE LIST WILL BE KEPT AND REFERRED BACK TO AT THE END OF THE LESSON. 3) STUDENTS WILL WATCH A POWER POINT THAT WILL ALLOW THEM TO EXPLORE MODERN TURBINE BLADE DESIGN. 4) THE POINT TO PONDER WILL BE WRITTEN ON THE BOARD FOR STUDENTS TO THINK ABOUT WHILE WORKING. THEY WILL BE ASKED
TO REFLECT ON THIS QUESTION AT THE END OF THE LESSON IN A VIDEO RESPONSE FOR THE FINAL PRODUCT.

“: PARTICULAR VARIABLES

SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY

OF A WINDMILL.”

5) ONCE THE DISCUSSION HAS ENDED STUDENTS WILL THEN PROCEED BE ASKED TO REFER BACK TO THEIR VARIABLES AND ROUGH DRAFTS. 6) THEY WILL HAVE 5 MINUTES TO ADAPT THEIR DESIGNS BEFORE THEY BEGIN BUILDING. 7) STUDENTS WILL USE THEIR COW NOTEBOOK TO WRITE AND MAKE NECESSARY CHANGES TO DESIGN AND DESIGN VARIABLE. (40 MINUTES FOR DESIGN) 8) TO CREATE THEIR BLADES STUDENTS CAN REFER TO TEACHER CREATED BLADES. TEACHERS WILL HAVE EXAMPLES OF BLADES FOR STUDENTS TO LOOK AT AND THE POWER POINT IN ORDER TO STIMULATE IDEAS. 9) (TEACHER WILL TAKE PICTURES AND/OR VIDEO TO UPLOAD ONTO MRS. SANCHEZ’S AIG WEBSITE, HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE, FOR DAY 4) 10) WHILE THE STUDENTS ARE CREATING THEIR BLADES THE TEACHER WILL TAKE PICTURES OF THE STUDENTS WORKING. THESE PICTURES WILL BE USED IN THEIR FINAL PROJECT. 11) THE TEACHER WILL PULL ONE OR TWO STUDENTS ASIDE DURING
THE WORK TIME FOR THEM TO DISCUSS THEIR VARIABLE AND MATERIALS USED TO MAKE THEIR ROTOR.

12) 13) 14) 15)

THE SOUND RECORDINGS WILL BE RECORDED USING AUDACITY AND SAVED AS AN MP3 FILE BY THE TEACHER AND UPLOADED ONTO WEBSITE. STUDENTS (WORKING IN PAIRS) WILL BE ABLE TO PICK FROM THE FOLLOWING MATERIALS TO CREATE THEIR BLADES: CARDBOARD, STYROFOAM, PAPER PLATES, AND FOAM BOARD. USING SCISSORS, RULERS, TAPE, MARKERS, AND ANY OTHER MATERIALS NEEDED STUDENTS WILL CREATE AND CUT THEIR BLADES.

USING A GLUE GUN THE TEACHER WILL ASSIST STUDENTS IN GLUING THEIR BLADES TO A WOODEN DOWEL. 16) THE WOODEN DOWEL WILL ALLOW THE BLADE TO FIT INTO THE MODEL ROTOR. 17) ON DAY 4 A FAN WILL BE USED TO SIMULATE WIND AND A MULTIMETER WILL BE HOOKED UP TO THE TURBINE. AS THE FAN BLOWS ON
THE BLADES CAUSING THEM TO SPIN A READING WILL APPEAR ON THE MULTI-METER.

18) 19)

AFTER THE STUDENTS FINISH THEIR BLADE DESIGN THEY WILL CONTINUE WORKING ON THEIR FINAL PRODUCT USING MOVIE MAKER. TEACHER WILL PULL STUDENTS TO RECORD THEIR THOUGHTS ON WIND ENERGY BASED ON DAY 3’S POINT TO PONDER WHILE

WORKING.

20)

THE TEACHER WILL USE AUDACITY AS THE RECORDING TOOL AND SAVE FILES AS MP3 FILES FOR EASY UPLOAD INTO MOVIE MAKER.

(MOVIE MAKER INTRO-20 MINUTES) 21) IN ORDER TO HAVE STUDENTS PRACTICE USING MOVIE MAKER THEY WILL USE SAMPLE PICTURES PLACED INTO A DEMO FOLDER CREATED BY THE TEACHERS OVER THE SUMMER. THE FOLDER WILL BE LOCATED ON THE FOLLOWING WEBSITE: HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE THIS WILL ALLOW THEM TO PRACTICE ADDING TRANSITIONS AND UPLOADING FILES BEFORE FINAL CREATION ON DAY 4. 1) TO UPLOAD PICTURES AND RECORDINGS STUDENTS WILL COMPLETE THE FOLLOWING STEPS: A) OPEN WINDOW’S MOVIE MAKER B) SELECT FILE AND SAVE PROJECT AS: “DAY3DEMO” (A OR B DEPENDING ON GROUP) C) CLICK ON IMPORT FILE AND SELECT IMPORT PICTURES D) PICTURES AND RECORDINGS WILL BE IMPORTED FROM FOLDER PLACED ON THE STUDENT’S DESKTOP AT THE END OF DAY 3. E) THEY WILL BE LABELED IN A DEMO FILE FOLDER F) STUDENTS WILL CLICK AND DRAG EACH PICTURE TO
THE VIDEO TIMELINE IN ORDER TO INSERT RECORDINGS AND TRANSITIONS.

2) STUDENTS WILL INSERT THEIR RECORDINGS AND VIDEO BY COMPLETING THE ABOVE STEPS. 3) *INSTEAD OF SELECTING INSERT PICTURES STUDENTS WILL SELECT INSERT MUSIC (FOR SOUND) OR INSERT VIDEO (FOR VIDEO RECORDINGS) 4) BEFORE INSERTING THE SOUND CLIPS STUDENTS WILL NEED TO
CLICK SELECT THE SLIDE THAT THE SOUND CLIP WILL BE PLAYING IN CONJUNCTION.

5) STUDENTS WILL INSERT TRANSITIONS: 6) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN). 7) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A VARIETY OF TRANSITIONS. 22) BEFORE LEAVING STUDENTS WILL BE PROVIDED WITH A HANDOUT EXPLAINING HOW TO USE MOVIE MAKER. *SEE ATTACHED SINCE THE SAMPLE PICTURES WILL BE UPLOADED ONTO A WEBSITE
THEY CAN PRACTICE CREATING A MOVIE MAKER AT HOME FOR HOMEWORK.

23)

IF STUDENTS DO NOT FINISH BLADES THEY WILL BE ASKED TO FINISH FOR HOMEWORK. IF NEEDED THEY CAN USE MASKING TAPE OR DUCT TAPE AT HOME TO ATTACH BLADE TO DOWEL. *TEACHER WILL
PROVIDE IF NEEDED

24)

AT THE END DAY 3 THE TEACHER WILL COPY PICTURES AND SOUND RECORDINGS FROM A FLASH DRIVE AND PASTE INTO A FOLDER CREATED ON EACH STUDENT’S LAPTOP EACH MORNING.

Windows Movie Maker
Follow these steps before beginning the Movie Maker project.  Go to the following website: HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE  Locate Demo folder under our class page  In the Demo folder you can locate pictures to use for practice. You may also use uploaded pictures from your own computer.

Step 1: Open Windows Movie Maker
-> Start -> Programs -> Movie Maker

Step 2: Select File -> Save Project As and name your movie file
“YOURNAMEAIGCamp2011”. You should create a new folder on your desk top to save the practice movie. A good title might be “AIG Camp Practice Movie.” ***Don’t forget to SAVE your movie project often. You can do this by clicking on File ->Save Project or by simply clicking on the Floppy Disk icon on the top toolbar (see illustrations).

Step 3: Click on the Import Pictures link on the left side of the window (see illustration). Step 4: With the Import File window open, navigate to
the “DEMO” folder and import each of the pictures into your Collections. *Shortcut Tip: Click and select the first picture in the folder; then hold down the shift-key and click on the last picture in the folder. This should highlight all of the picture files between the two files you clicked on. Click Import and all of the files should move over at the same time into your Collections.

Step 5: Click and drag each of your pictures (one at a time) to the Video Timeline at the
bottom of your window.  The default setting for each picture is 5 seconds within the timeline. I suggest keeping it where it is for this project because when you add transitions and/or effects later between each picture it will decrease the time each picture is shown.

Step 6: Once all of your pictures are added to the video timeline, it is now time to insert some
Video Transitions between the photos.  Click on the drop-down window near the top of your screen and select Video Transitions from the menu (see illustration).  The Collections window pane should now be replaced with a variety of Video Transitions.  You can preview each transition by double-clicking on the image and watching it in the Preview Window.  Click and drag the transition of your choice between two photos on the Video Timeline (see illustration).Step 7: When the transitions are complete you can now insert Titles and Credits to your movie.

   

If the Edit Movie tab is not already open, click on the drop-down arrow button to expand the window (see illustration). Next, click on the “Make titles or credits” link. You now have a choice to make as to where you want to add a title…select “Add title at the beginning of the movie”. Enter the text for your title and click on “Done, add title to movie”. (You do have some other options “Change title animation; or Change text font and color”.) Edit these as you see necessary.

Step 8: If you want to add a Credit slide to the end of your movie, redo Step 7 but choose
“Add credits to the end of the movie” when it asks you where you want to add a title.  Insert your information for the Credit slide and click “Done, add title to movie”.

Step 9: It is now time to Finish the Movie. If the Finish Movie tab is not already open, click
on the drop-down arrow button to expand the window (see illustration).  You should choose the “Save to my computer” link

for this particular project.

Step 10: The Save Movie Wizard will open and give you
text boxes to enter your information. 1. File name: AIGCamp2011 2. Choose a place to save your movie: For practice purposes it might be easier to save the movie to your desktop. 3. Movie Setting: Choose “Best fit to file size” and decrease the size to 1 MB (see illustration).

4. Click Next and your movie will begin saving to your “Movie_Maker” folder on your desktop.

If the Blade Fits…
Various Wind Turbine Blades and Their Functions

What animal inspired this blade?
Are you an active or passive yawner?

Active

Passive

Active?
Then you are the wave or I should say blade of the future.
Active blades are geared by electronics. A small anemometer/vane inside the rotor tells the turbine which way to turn in order to face the wind.

Passive?

If it isn’t broken…why fix it?
Passive yawning turbines are usually small turbines that use a type of vane on the back to turn the rotor to face the wind.

All in a blades work…
•A

single blade can cost up to

$100,000.
•The

slewing drive controls the

angle of the blades and helps keep them from breaking in extreme wind.
•The

average blade rotation speed is

12-20 RPM

Three-Bladed Design

•Most

universal blade

design
•Allows

for the most

stability
•Less •Cost

noise efficient

Two-Bladed Design
•Rotor

is hinged to

absorb shock
•Noisy •Needs

higher wind

speeds than three
bladed design to produce the same amount of energy

One-Bladed Design
•Noisy •Requires

counter

weight on the opposite

side of the hub
•Requires

a hinged

rotor for shock absorption

DAY 4-CAPTURING THE WIND

I. DEFINE THE CONTENT LESSON OBJECTIVE: TO COLLECT, EVALUATE, AND ANALYZE DATA IN ORDER TO DETERMINE WHICH BLADE VARIABLE PRODUCES THE MOST ENERGY. LESSON POINT TO PONDER: OUR STANDARD OF LIVING AFFECTS WIND TURBINE PRODUCTION AS A COMMERCIAL ENERGY SOURCE. II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3
ITEMS ARE WORTH KNOWING?

AFTER THE LESSON, STUDENTS WILL KNOW THAT OFFSHORE WIND WILL PRODUCE MORE WIND ENERGY THAN ONSHORE WIND ENERGY. STUDENTS WILL KNOW THE VARIABLES THAT AFFECT TURBINE PLACEMENT. STUDENTS WILL KNOW THE FACTORS THAT AFFECT WIND FARM PRODUCTION.

(THINK ABOUT
THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

B. WHAT 3
ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO TEST AND EVALUATE THEIR VARIABLE BASED ON THE AMOUNT OF ENERGY THAT WAS PRODUCED ACCORDING TO THE MULTI-METER READING. STUDENTS SHOULD BE ABLE TO CONTRIBUTE TO A MOVIE MAKER VIDEO DEMONSTRATING THE CONSTRUCTION OF A MODEL TURBINE AND THEIR OPINION OF WIND AS AN ENERGY SOURCE. STUDENTS SHOULD BE ABLE TO READ A MULTI-METER TO DETERMINE ENERGY CREATED AND GRAPH THE RESULTS.

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE
THE ENDURING UNDERSTANDIN GS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND WHICH PARTS ARE USED IN TURBINE PRODUCTION TO HELP CREATE ENERGY. STUDENTS WILL UNDERSTAND THAT WIND SPEEDS AND OTHER VARIABLES DETERMINE THE AMOUNT OF ENERGY THAT IS PRODUCED BY THE TURBINE. STUDENTS WILL UNDERSTAND THAT WIND ENERGY IS A CONSTANT ENERGY SOURCE THAT CAN PROVIDE LOCAL AND REGIONAL ENERGY.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE

WHY IS BLADE DESIGN ONE OF THE LARGEST PREDICTORS OF A TURBINE’S ENERGY PRODUCTION?

OVERARCHING LESSON QUESTION )

E. ASSESSMENT: (PERFORMANC E TASK) WHAT WILL
THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

STUDENTS WILL COMPLETE A GOOGLE DOCS POST-TEST TO DETERMINE THE AMOUNT OF CONTENT MASTERED. STUDENTS WILL CREATE BLADES THAT PRODUCE AN EFFICIENT AMOUNT OF ENERGY BY TESTING THEIR BLADES USING A MULTIMETER. STUDENTS WILL CREATE A MOVIE MAKER PRESENTATION
DEMONSTRATING THEIR MODEL WIND TURBINES AND THEIR OPINION ON WIND AS AN ENERGY SOURCE.

I.

OFFSHORE WIND PRODUCTION VS. ONSHORE WIND PRODUCTION

A. POSITIVE FACTORS 1. OFFSHORE WIND PRODUCTION ALLOWS FOR MORE WIND TO BE
PRODUCED DUE TO THE OPENNESS OF THE WATER AND FEWER BARRIERS BETWEEN TURBINES

2. STRUCTURES CAN BE TALLER AND THEREFORE GENERATE MORE ELECTRICITY. B. NEGATIVE FACTORS 1. IMPACT ON BIRD MIGRATION AND OTHER ANIMAL SPECIES 2. AESTHETIC IMPACTS AND DECREASE IN PROPERTY VALUE 3. THE COST OF WIND FARMS ARE ALSO MORE EXPENSIVE TO
F. CONTENT LIST THE
CONTENT FOR THIS LESSON ONLY.

BUILD AND MORE COSTLY TO MAINTAIN

II.

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

WINDOWS MOVIE MAKER E. INSERT AUDIO 4. CLICK ON INSERT AUDIO 5. SELECT AUDIO FILE 6. DRAG TO COVER PICTURES F. UPLOAD VIDEO 4. IMPORT FILE 5. IMPORT VIDEO 6. VIDEO TIMELINE G. SLIDE TRANSITIONS 4. INSERT CURSOR 5. CLICK ADD TRANSITIONS 6. SELECT TRANSITION H. TITLES AND CREDITS 1.EDIT MOVIE TAB I. MAKE TITLES AND CREDITS I. SAVING THE PRODUCT 1. SAVE TO COMPUTER

2. SAVE FILE AS _______ 3. HYPERLINK FILE TO WEBPAGE I. HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE (5 MINUTES) WHEN STUDENTS ENTER THE ROOM THE FOLLOWING INSTRUCTIONS WILL BE ON THE BOARD: 1) GO TO THE FOLLOWING WEBSITE: HTTP://WWW.WIND.APPSTATE.EDU/MAP/NODE 2) CHOOSE 2 DIFFERENT TURBINES, ONE FROM EACH REGION. 3) IN YOUR COW NOTEBOOK: 4) LIST THE LOCATION, TYPE OF BLADES USED FOR THE CHOSEN TURBINES, HEIGHT, AND POWER PRODUCED 5) STUDENTS WILL LIST PREDICTIONS STATING WHY EACH WIND TURBINE IS
BUILT DIFFERENTLY BASED ON LOCATION

G. HOOK: (DESCRIBE
HOW YOU WILL GRAB STUDENTS’ ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

8) ( 10 MINUTES) AFTER STUDENTS HAVE WRITTEN PREDICTIONS THE GROUP
WILL COME TOGETHER AS A WHOLE AND THE WEBSITE WILL BE DISPLAYED BY USING THE LCD PROJECTOR.

9)

USING THE MAP FROM THE WEBSITE: HTTP://WWW.WIND.APPSTATE.EDU/MAP/NODE) A FEW OF THE STUDENT SELECTED WIND TURBINES WILL BE CHOSEN FOR THE WHOLE GROUP TO VIEW.

H. INSTRUCTION: (TELL, STEPBY-STEP, WHAT YOU WILL DO.)

10) STUDENTS WILL STATE AND DISCUSS THEIR PREDICTIONS BASED ON ROTOR TYPE, HEIGHT, LOCATION, AND AMOUNT OF POWER PRODUCED. 11) TEACHERS WILL ASK THE FOLLOWING QUESTIONS BASED ON THE DISCUSSION: WHY DO YOU THINK A CERTAIN BLADE DESIGN WAS CHOSEN OVER ANOTHER DESIGN? 12) BASED ON WHAT YOU KNOW ABOUT THE REGION, WHAT VARIABLES WENT INTO CONSIDERATION TO BUILD THE TURBINE? 13) WOULD A DIFFERENT BLADE TYPE OR MORE/LESS ROTORS PRODUCE JUST AS MUCH ELECTRICITY? 14) WHAT DID YOU TAKE INTO CONSIDERATION BEFORE DESIGNING YOUR BLADE? 15) DO YOU NOTICE ANY CONNECTIONS BETWEEN YOUR BLADE DESIGNS AND THE ONES THAT WERE BUILT IN THE DIFFERENT REGIONS? 16) AFTER THE DISCUSSION HAS ENDED STUDENTS WILL THEN BEGIN TO TEST THEIR BLADE DESIGN. 17) (30 MINUTES)(TEACHER WILL RECORD AND TAKE PICTURES OF STUDENTS COMPLETING THE FINAL TESTS OF THEIR BLADES) STUDENTS WILL TEST
THEIR BLADE DESIGN BY COMPLETING THE FOLLOWING STEPS WITH

TEACHER ASSISTANCE:

       

THE TEACHER WILL PLACE A STRIP OF TAPE ON THE FLOOR. A BOX FAN WILL BE USED AS THE CONSTANT AND SET A FOOT BEHIND THE TAPE. STUDENTS WILL PLACE THEIR BLADES INSIDE THE ROTOR. INSIDE THE TURBINE BASE ARE TWO WIRES(ONE BLACK AND ONE RED) ONE END OF THE WIRES IS HOOKED UP TO A BATTERY FOUND IN
THE ROTOR AND THE OTHER END OF THE WIRES IS GOING TO BE HOOKED UP TO THE MULTI-METER.

THE FREE END OF THE WIRES WILL BE HOOKED UP TO THE BLACK AND RED CLAMPS FOUND ON THE MULTI-METER THIS WILL ALLOW THE ENERGY TO TRAVEL FROM THE ROTOR TO THE MULTI-METER. THE AMOUNT OF ENERGY CREATED WILL BE DISPLAYED ON THE MULTI-METER AS A VOLTAGE READING. THE FAN WILL BE TURNED ON CAUSING THE BLADES TO TURN AND A VOLTAGE READING TO BE DISPLAYED ON THE METER. THE FAN SPEED WILL BE ADJUSTED FOR A LOW SPEED(SIMULATING LOW WIND SPEEDS) AND HIGH SPEED (SIMULATING HIGH WIND SPEEDS) USING THE ATTACHED SHEET (WHICH BLADES WORK BEST?)
WHICH CONTAINS A GRAPH AND TABLE FOR RECORDING RESPONSES STUDENTS WILL THEN RECORD AND GRAPH THE AMOUNT OF ENERGY PRODUCED ON TRIAL 1.

TO COMPLETE THE TABLE STUDENTS WILL DO THE FOLLOWING: 1) STUDENTS WILL RECORD THEIR VARIABLE BEING TESTED ON THE LEFT HAND COLUMN OF THE TABLE. 2) IN THE MIDDLE COLUMN THEY WILL RECORD THE MULTIMETER READING AT A LOW SPEED. 3) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTIMETER READING AT A HIGH SPEED.

  

THEY WILL HAVE THE CHANCE TO REEVALUATE THEIR ROTORS AND MAKE NECESSARY CHANGES. STUDENTS WILL THEN TEST THEIR BLADES FOR A SECOND TRIAL AND RECORD THEIR RESULTS ON THE SAME SHEET.

TO COMPLETE THE TABLE STUDENTS WILL DO THE FOLLOWING:

   

4) STUDENTS WILL RECORD THEIR VARIABLE TESTS ON THE LEFT HAND COLUMN OF THE TABLE. 5) IN THE MIDDLE COLUMN THEY WILL RECORD THE MULTIMETER READING AT A LOW SPEED. 6) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTIMETER READING AT A HIGH SPEED. TO COMPLETE THE GRAPH STUDENTS WILL LOOK AT EACH READING AND DETERMINE THE INTERVALS FOR LABELING THE X AXIS OF THE GRAPH. USING A LINE GRAPH, STUDENTS WILL PLOT EACH OUTPUT READING FOR HIGH SPEEDS AND LOW SPEEDS AND BLADE TEST 1 AND BLADE TEST 2.
EACH GROUPS RESULTS WILL BE DISPLAYED TO DETERMINE THE DESIGN THAT PRODUCED THE MOST ENERGY TURBINES WILL BE ON DISPLAY AND USED FOR WHEN PARENTS VISIT IN THE AFTERNOON.

*GRAPHS AND WORKSHEETS ARE INCLUDED *EMAIL FROM KIDWIND REPRESENTATIVE STATING COPYRIGHT PERMISSION FOR USE OF GRAPH. 18) (6 MINUTES) AFTER STUDENTS COMPLETE THEIR TESTS ON THEIR MODEL
TURBINES WE WILL RECONVENE FOR A FINAL POWER POINT THAT WILL BRIEFLY DISCUSS WIND FARMS IN NORTH CAROLINA.

19) STUDENTS WILL BE RECORDED, USING AUDACITY, STATING THEIR
STANCE ON WIND ENERGY BASED ON WHAT WAS LEARNED THAT DAY. THE RECORDINGS AND VIDEO WILL BE UPLOADED ONTO WEBSITE AND STUDENTS FOLDERS FOR THE AFTERNOON SESSION BY THE TEACHER.

(20 MINUTES) 20) AFTER THE POWER POINT WE WILL BEGIN COMPLETING THEIR FINAL PROJECT USING WINDOWS MOVIE MAKER. 21) THROUGHOUT THE WEEK PICTURES/VIDEOS/AND STUDENTS RESPONSES WERE RECORDED. THEY WERE POSTED ON THE FOLLOWING WEBSITE EACH DAY: HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE THEY WERE ALSO COPIED INTO A FOLDER ON EACH STUDENT’S DESKTOP AT THE BEGINNING OF EACH DAY BY THE TEACHER USING A FLASH DRIVE. 22) STUDENTS WILL GET WITH THEIR PARTNER TO UPLOAD PICTURES AND
RECORDINGS AND WORK ON INSERTING TRANSITIONS THROUGHOUT THE MOVIE.

23) STUDENTS WILL UPLOAD NEW RECORDINGS AND PICTURES THAT WERE MADE DURING THE MORNING SESSIONS FROM MRS. SANCHEZ’S AIG WEBSITE. 24) TO UPLOAD PICTURES AND RECORDINGS STUDENTS WILL COMPLETE THE FOLLOWING STEPS: 1) OPEN WINDOW’S MOVIE MAKER 2) SELECT FILE AND SAVE PROJECT AS: “GONEWITHTHEWIND2011A/B” (A OR B DEPENDING ON GROUP) 3) CLICK ON IMPORT FILE AND SELECT IMPORT PICTURES 4) PICTURES WILL BE IMPORTED FROM FOLDER PLACED ON THE STUDENT’S DESKTOP AT THE END OF DAY 3. 5) STUDENTS WILL CLICK AND DRAG EACH PICTURE TO THE VIDEO TIMELINE IN ORDER TO INSERT RECORDINGS AND TRANSITIONS. 25) STUDENTS WILL INSERT THEIR RECORDINGS AND VIDEO BY COMPLETING THE ABOVE STEPS. 26) EXCEPT INSTEAD OF SELECTING INSERT PICTURES STUDENTS WILL SELECT INSERT MUSIC (FOR SOUND) OR INSERT VIDEO (FOR VIDEO RECORDINGS) 27) BEFORE INSERTING THE SOUND CLIPS STUDENTS WILL NEED TO CLICK
SELECT THE SLIDE THAT THE SOUND CLIP WILL BE PLAYING IN CONJUNCTION.

28) STUDENTS WILL INSERT TRANSITIONS: 29) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN). 30) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A VARIETY OF TRANSITIONS. 31) AS A GROUP TRANSITIONS TO INCLUDE WILL BE DECIDED AND INSERTED INTO THE GROUP’S FINAL MOVIE MAKER PRODUCT.

32) (3 MINUTES)STUDENTS WILL TAKE THE POST-TEST ON GOOGLE DOCS BY CLICKING ON THE FOLLOWING LINK: HTTP://TINYURL.COM/WINDPOWERSURVEY 26. AFTER THE MORNING SESSION THE TEACHER WILL INSERT NEW
PICTURES AND RECORDINGS ONTO STUDENT DESKTOP FOLDERS FOR AFTERNOON UPLOAD.

(40 MINUTES PM) 33) STUDENTS WILL CONTINUE WORKING ON COMPLETING THEIR FINAL MOVIE MAKER PRODUCT. 34) STUDENTS WILL UPLOAD NEW RECORDINGS AND PICTURES THAT WERE MADE DURING THE MORNING SESSIONS FROM MRS. SANCHEZ’S AIG WEBSITE. 35) STUDENTS WILL INSERT TRANSITIONS AND CREATE THE TITLE AND CREDITS

PAGE.

36) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN). 37) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A VARIETY OF TRANSITIONS. 38) AS A GROUP TRANSITIONS TO INCLUDE WILL BE DECIDED AND INSERTED INTO THE GROUP MOVIE MAKER. 39) TO INSERT A TITLE PAGE AND CREDITS PAGE STUDENTS WILL COMPLETE THE FOLLOWING STEPS: A) CLICK EDIT MOVIE B) SELECT “MAKE TITLES OR CREDITS” C) SELECT “ADD TITLE TO THE BEGINNING OF THE MOVIE” D) ENTER TEXT AND PRESS “DONE” 40) TO CREATE A CREDITS PAGE STUDENTS WILL COMPLETE THE FOLLOWING STEPS: A) CLICK EDIT MOVIE B) SELECT “ADD CREDITS TO END OF THE MOVIE” C) TYPE CREDITS AND HIT “DONE” 41) TO FINISH THE MOVIE STUDENTS WILL HIT FINISH AND SAVE TO MY COMPUTER. 42) MOVIE WILL BE SAVED AS “GONEWITHTHEWIND2011” 43) THE FILE WILL BE HYPERLINKED TO THE APPSTATE WEBSITE AND MRS. SANCHEZ’S AIG SITE FOR FUTURE VIEWING. 44) THE MOVIE MAKER WILL BE POSTED ON THE FOLLOWING WEBSITES: APPALACHIAN STATE’S WIND ENERGY HOMEPAGE HTTP://WWW.WIND.APPSTATE.EDU/ MRS. SANCHEZ’S AIG PAGE HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE

• They want more of their future electricity derived from renewable sources and less from fossil fuels. • By over 2 to 1, western North Carolinians do not believe that ridge top turbines should be prohibited.

• Support for ridge top placement is not systematically affected by experience with seeing a modern turbine in operation, awareness of energy issues, income, or education.
Source: http://www.wind.appstate.edu/wind-power/wind-powerfactsheets/why-wind-power-north-carolina

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Offshore Wind Power: Positive Factors

Offshore Wind Power: Negative Factors

• More wind production • Taller structures • More electricity produced

• Kills wildlife • Reduces property value • Costly to maintain