energy transfer unit mrs. wade: 8 th grade science adapted from windwise education
DESCRIPTION
Unit Objectives At the end of the unit students will be able to: Lesson 1 Interpret topographic and wind speed maps Identify optimal locations for wind farms based on analysis of wind speed Analyze how topography and elevation affect wind speed Lesson 2 & 3 Know fundamental parts of a windmill Use scientific method to isolate & adjust variables in a model windmill Understand energy conversions/transfers & how a windmill converts moving air into usable mechanical energy Comprehend and apply basic terminology related to energy sources and transformation. Create a diagram to illustrate energy transformations Apply concept of mechanical advantage to test and explain how a machine makes work easier Make measurements to calculate the power of an object Explain how the concepts of work, force & motion apply to everyday uses & current technologiesTRANSCRIPT
Energy Transfer UnitMrs. Wade: 8th grade science
Adapted from Windwise Education www.WindWiseEducation.org
Unit Specifications Time Required: 3 (88 minute) class periods
SOL: PS.1m models constructed to illustrate/explain phenomena
PS. 6 a,b energy
PS. 6.2 c,d non-renewable/renewable energy
PS. 6.2 e energy transformations
PS. 10 c work, force, mechanical advantage, efficiency, power
PS. 10 d technological applications of work, force, motion
Unit Objectives At the end of the unit students will be able to:
Lesson 1 Interpret topographic and wind speed maps Identify optimal locations for wind farms based on analysis of wind speed Analyze how topography and elevation affect wind speed
Lesson 2 & 3 Know fundamental parts of a windmill Use scientific method to isolate & adjust variables in a model windmill Understand energy conversions/transfers & how a windmill converts moving air into usable
mechanical energy Comprehend and apply basic terminology related to energy sources and transformation. Create a diagram to illustrate energy transformations Apply concept of mechanical advantage to test and explain how a machine makes work easier Make measurements to calculate the power of an object Explain how the concepts of work, force & motion apply to everyday uses & current
technologies
Lesson 1: Wind & Windmill Design
Lesson 1: Method
Students will create a 3-D landscape and identify where it is windy in relation to the topography (using a box fan & wind flags).
Students will examine a topographic map and predict optimal locations for wind farms in their county (Pulaski County, VA)
Lesson 1: Materials Box fan(s) Variety of relatively heavy objects varying heights 20 wind flags (popsicle sticks, tape, flagging, clay) Elevation & shaded relief maps: 1/student US wind resource maps: 1/student Topographical maps; Pulaski Co. VA: 1/student Student reading passage (WindwiseEducation.org) Utility scale wind Turbines in US Maps: 1/student Document reader Student lab packet (questions, reading passage, maps)
Lesson 1: Engage:
Concept Attainment Activity
___ sunlight ___ trees
___ coal ___ lumber___ plastic ___ wind___ natural gas ___ geothermal___ water ___ petroleum___ gasoline ___ biomass
What is the concept? ________________(renewable/alternative energy sources)
Lesson 1: Beginning Questions Why are alternative energy sources important? Where would you fly a kite? Where do you typically find wind? Where is it often calmer in regards to wind? What geographical features do you think might influence the speed of the
wind? Is it windier in a forest or a field? On a hill or in a valley? What parts of the US have the best wind for energy? What about Virginia? What about Pulaski County? What are parts of a windmill? What are some important factors in gathering wind for energy use?
Lesson 1: Engage (continued)
Wind Energy Basics powerpoint windpowerforstudentsRevised-2.ppt
Cornell Notes Discussion through powerpoint, help students with
note taking skills
Lesson 1: Explore Create Model Landscape and Wind Farm
Using various objects, create model landscape around the classroom
Guide students in thinking about a variety of landscape features such as: mountain range, rolling hills, valleys, plateaus, and open areas (6th grade review)
Students place flags where they think they will get the most wind
Number the flags so they can be easily tracked on data sheets Turn on box fan near landscape Record which flags are blowing & at what height they were
placed Reposition fan & again record which flags are blowing Note flags that always blow & those that never blow Discuss role that landscape has in wind patterns
Lesson 1: Explain Student Reading Passage: Where is it Windy?
Reading volunteers & class discussion about the nature of wind and factors affecting it Earth’s rotation Surface roughness Topography elevation
Analyze a state elevation map (in lab packet) Project a version of map on document reader Ask students to predict where they feel there is the
most wind and shade in these areas
Lesson 1: Explain Compare predictions to data
Project US Wind Resource Map Compare their predictions (shaded areas)to this map Were students’ predictions similar to the actual wind
speeds?
Where are the wind farms in the US? Overlay transparency of Utility Scale Wind Turbines in
US map with the US Wind Resource Map Ask students to look for relationships between this
map and the topo and wind speed maps Students will use this information to answer questions
in the lab packet
Lesson 1: Explain Wrap up questions
Where are the windiest areas? Are there any trends? If so, what are they? How do wind speeds change as elevation increases? Why do you think this is? Where do you think is the best place for wind farms? What geographical features affect wind speed? Do you think that there is anywhere in Pulaski
County to put a wind farm? Why/why not?
Lesson 1: Elaborate Windmills in Pulaski?
Distribute topo & wind speed maps of Pulaski County Make predictions about wind speed and possible wind
farm locations Instruct students to draw mini windmills at the
locations that they believe windmills would work Instruct students to write an explanation about why
locations were chosen (or not) Remind students to think about the geography of the
landscape and of wind speed.
Lesson 1: Evaluation
Formative Assessments Student lab packets (data and questions)
WindWiseEducation.org Lesson 5 Beginning questions Wrap up questions Observations
Lesson 2: How Does A Windmill Work?
Lesson 2: Method
Lesson 2 Students will use a limited amount
of materials to design and build functioning windmill models.
Students will test and re-design their models as needed
Lesson 2: Materials Each group will need:
1 3/8” wooden dowel – 16” long 1 piece of ½” PVC pipe – 10” long 4 to 8 index cards – 4X6” 4 wooden shish kebab skewers – 10” long 4 ft of string 1 12-ounce paper cup 1 16-ounce plastic cup 1 foam cylinder – 8” long 1 cork 4 T-pins Scotch tape – 18 Scissors 15 steel washers Lab packet
Lesson 2: Engage Ask
What is ‘Innovation’ Write responses on board
Watch Science360.gov video: What is Innovation? (6:56)
Discuss What it means to be innovative
Creative, problem solver, inventive, inspirational…
Introduce activity Innovation is important as we think about ways to reduce our
reliance on fossil fuels. Today you are going to use your creativity to design, and build, a windmill
Lesson 2: Engage Beginning Questions:
Who has seen a real windmill? (Volvo Trucks) What are the parts and features of a windmill? What are windmills used for? What form of energy do windmills use?
What is a windmill? Volunteer will draw a windmill on the board. Ask class to help label the parts of the windmill Volunteer will create an energy transformation
diagram involving a windmill
Lesson 2: Explore Windmill Design Project
Using the materials provided, create a hand held windmill that will rotate in the wind
Consider the video on innovation and powerpoint on windmills
Consider force as it is required to make an object (blades) move
Consider the variables involved in the energy transformation
Lesson 2: Explore
Example Windmill
Lesson 2: Explore
Windmill stand that will be usedfor a future outdoor lesson wherestudents will create a windfarm
Lesson 2: Explain & Elaborate Groups will have multiple opportunities to test and
reconfigure their windmills. The instructor will be available for discussions during the testing phase What windmill designs works best? What parts were most difficult to design and make
functional? Where is there friction in your design? How did you reduce friction? What affect did blade pitch have? What energy transfers were taking place?
Lesson 2: Evaluate
Formative Assessments Student Lab Packets
Windmill design sketches Windmill re-design Written answers to questions in packet
WindWiseEducation.org Lesson 8 Discussions and observations
Lesson 3: Mechanical Advantage
Lesson 3: Method
Students will use windmill models to convert wind into usable mechanical energy to lift a mass. Using the scientific method, they will conduct trials, change variables, and work to improve the performance of their windmills
Lesson 3: Materials Handheld windmills
Box fans
Triple beam balances
Stopwatches
metersticks
Lesson 3: Engage Demonstrations
Student groups explain the design of their windmills mentioning reasons for any redesign that they did
Ask: what do we use machines for?
Introduce weight lifting challenge Using windmills to lift a load Goal is to use the power of the wind to lift as many
metal washers as possible. Certain design variables may need to be adjusted
Lesson 3: Explore Testing variables and improving design
Students will focus on one variable at a time as they gradually increase the amount of mass lifted
Students will conduct as many trials as necessary as they adjust variables
Students will present their final designs and the total mass that they were able to lift
Lesson 3: Explain Guidance and Tips
Focus on one variable at a time Repeated trials Measuring results Size, shape, pitch, number of blades are to be
explored Fan setting (speed) Distance of windmill from fan Use of scientific method Encourage collaboration among group members and
between different groups.
Lesson 3: Elaborate Calculations
Quantitative analysis of different rotor efficiencies Calculate the energy required to lift the mass of metal washers
Energy is measured in joules (J) 1st measure mass of washers (kg) 2nd measure distance of lift (m) Energy (J) = mass (kg) X acceleration of gravity (9.8/s2)X height (m)
Calculate the power of the windmills as they lift a mass Power (W) = energy (J)/time (s)
Lesson 3: Evaluate
Formative Assessments Student Lab Packet
Questions Extension activity Discussions and observations
Summative Assessment Triand online testing software
Multiple choice Essay question
Resources Windmill picture
http://www.sightline.org/research/renewable/windmill2istock_1600w/
Cornell Notes http://mrgoodwinush.wordpress.com/videos/
WindWiseEducation.org