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

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 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.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON.)

AFTER THE LESSON,

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.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON?

(DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND HOW THE STATE RECEIVES ITS ENERGY SOURCES

AND THE AMOUNTS.

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 )

HOW CAN THE STATE OF NORTH CAROLINA SAVE MONEY AND UTILIZE

OUR NATURAL RESOURCES FOR ENERGY PRODUCTION?

E. ASSESSMENT:

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT?

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.

F. CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY.

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

I. ENERGY SOURCES

A. 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

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

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.

2. ELECTRICITY CONSUMPTION IS AMONG THE

HIGHEST IN THE NATION

3. 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

4. 1983 RIDGE LAW HAS PROHIBITED WIND

TURBINE PRODUCTION IN THE WESTERN REGION

OF THE STATE

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.

H. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT

YOU WILL DO.)

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

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?

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

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).

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? *

Powered by Google Docs

Report Abuse - Terms of Service - Additional Terms

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

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 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.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS

A RESULT OF YOUR

LESSON.)

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.

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 )

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

EFFECTIVE TURBINE?

E. ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE CONTENT?

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 TODAY-

THIS 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

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 WAIT ON THE OPPOSITE

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 50-90

PERCENT

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.

H. INSTRUCTION:

(TELL, STEP-BY-STEP,

WHAT YOU WILL DO.)

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

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.

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

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).

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 SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY OF A

WINDMILL.

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?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS

A RESULT OF YOUR

LESSON.)

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.

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.

F. CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY.

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-

THIS MAY COME FROM

YOUR CONTENT OUTLINE)

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.

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

G. HOOK:

(DESCRIBE HOW YOU

WILL GRAB STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE CREATIVE.)

(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

H. INSTRUCTION:

(TELL, STEP-BY-STEP,

WHAT YOU WILL DO.)

(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.

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) THE SOUND RECORDINGS WILL BE RECORDED USING AUDACITY

AND SAVED AS AN MP3 FILE BY THE TEACHER AND UPLOADED ONTO

WEBSITE.

13) STUDENTS (WORKING IN PAIRS) WILL BE ABLE TO PICK FROM THE

FOLLOWING MATERIALS TO CREATE THEIR BLADES: CARDBOARD,

STYROFOAM, PAPER PLATES, AND FOAM BOARD.

14) USING SCISSORS, RULERS, TAPE, MARKERS, AND ANY OTHER

MATERIALS NEEDED STUDENTS WILL CREATE AND CUT THEIR BLADES.

15) 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 MULTI-METER 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) AFTER THE STUDENTS FINISH THEIR BLADE DESIGN THEY WILL

CONTINUE WORKING ON THEIR FINAL PRODUCT USING MOVIE

MAKER.

19) 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?

ActivePassive

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 noise

•Cost 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?

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED.

WHAT IS

IMPORTANT

FOR STUDENTS

TO KNOW?)

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.

B. WHAT 3

ITEMS ARE

IMPORTANT

FOR STUDENTS

TO BE ABLE TO

DO?

(DEFINE WHAT

STUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON.)

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.

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 MULTI-

METER. STUDENTS WILL CREATE A MOVIE MAKER PRESENTATION

DEMONSTRATING THEIR MODEL WIND TURBINES AND THEIR OPINION ON WIND AS

AN ENERGY SOURCE.

F. CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

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

BUILD AND MORE COSTLY TO MAINTAIN

II. 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

G. HOOK:

(DESCRIBE

HOW YOU WILL

GRAB

STUDENTS’

ATTENTION AT

THE

BEGINNING OF

THE LESSON.

BE CREATIVE.)

(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

H.

INSTRUCTION:

(TELL, STEP-

BY-STEP, WHAT

YOU WILL DO.)

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.

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 MULTI-

METER READING AT A LOW SPEED.

3) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTI-

METER 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 MULTI-

METER READING AT A LOW SPEED.

6) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTI-

METER 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-power-

factsheets/why-wind-power-north-carolina

Be RPM -Powered

Offshore Wind Power: Positive Factors

• More wind production

• Taller structures

• More electricity produced

Offshore Wind Power: Negative Factors

• Kills wildlife

• Reduces property value

• Costly to maintain