Career
Constance Beatty Kankakee, IL
La’Shree Branch Highland, IN
Jim M. Brown Saratoga Springs, NY
Mark Case Randleman, NC
Lisa Cephas Philadelphia, PA
Nina Corley Galveston, TX
Samantha Danielli Vienna, VA
Shannon Donovan Greene, RI
Michelle Garlick Long Grove, IL
Michelle Gay Daphne, AL
Nancy Gi ord Harwich, MA
Erin Gockel Farmington, NM
Robert Griegoliet Naperville, IL
DaNel Hogan Tucson, AZ
Greg Holman Paradise, CA
Barbara Lazar Albuquerque, NM
Robert Lazar Albuquerque, NM
Leslie Lively Porters Falls, WV
Melissa McDonald Gaithersburg, MD
Paula Miller Philadelphia, PA
Hallie Mills St. Peters, MO
Jennifer MitchellWinterbottom Pottstown, PA
Monette Mottenon Montgomery, AL
Mollie Mukhamedov Port St. Lucie, FL
Cori Nelson Win eld, IL
Don Pruett Jr. Puyallup, WA
Judy Reeves Lake Charles, LA
Libby Robertson Chicago, IL
Amy Schott Raleigh, NC
Tom Spencer Chesapeake, VA
Jennifer Trochez MacLean Los Angeles, CA
Wayne Yonkelowitz Fayetteville, WV
The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.
NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.
In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.
NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov 1.800.875.5029 www.NEED.org
Set of Teacher and Student Guides
Battery holders
Mini light bulbs
Mini light sockets
Alligator clip sets
10, 20, 40 and 50 tooth gears
6 hole plates
6 dowel rods
6 perpendicular blocks
6 motor mounts
6 motors
6 adaptor pins
6 variable resistors
Science of Electricity Model kit
Small round bottle
1 Spool of magnet wire (1/4 lb.)
1 12" x 1/4" Wooden dowel
4 Rectangle magnets
1 Foam tube
2 Rubber stoppers
1 Large nail
1 Small nail
30 Extra-long straws
30 Small straws
30 Binder clips
1 Box straight pins
2 Digital anemometers
5 1/4-lb. Spools of magnet wire
15 Worm gear drives
2 Digital multimeters
10 Rectangle magnets
1 KidWind™ NEED Kit
Blade materials sheets (balsa and corrugated plastic sheets)
150 Dowels
10 Airfoil blades
10 Hubs
2 Tower and base setups
2 Geared nacelles
1 Power output pack
2 Gear sets
1 Sandpaper sheet
1 Blade pitch protractor
Standards Correlation Information 4
Materials List 5
Teacher Guide 7
Rubrics for Assessment 27
4-Blade Windmill Template 28
Wind Can Generate Electricity Templates 29
Benchmark Blade Template 30
Turbine Assembly Instructions 31
Wind Energy Industry Careers At-a-Glance sheet 33
Wind Energy Guess Who cards 34
Identify Your Skills 35
Safety In-the-Round Cards 36
Building a Wind Turbine from PVC 38
Evaluation Form 39 Your Future in Wind Energy was developed for Career and Technology Education classrooms by the NEED project with funding and technical support from the National Renewable Energy Laboratory (NREL). NEED gratefully acknowledges its Teacher Advisory Board members for their work in creating this unit: La'Shree Branch, Shannon Donovan, and Tom Spencer.
https://www.need.org/educators/curriculum-correlations/
This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.
This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.
This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.
Science of Electricity Model
Small bottle
Rubber stoppers with holes
Wooden dowel
Foam tube
4 Rectangle magnets
2 Nails
Digital Multimeter
Magnet wire
Alligator clips
Series and Parallel Circuits
D-cell batteries and holders
Small light bulbs and holders
Alligator clips
Switches
Series and Parallel Circuits with Breadboards
Alligator clips
Multimeters
Wind Can Do Work
Extra-long straws
Small straws
Binder clips
Straight pins
Average Wind Speed
Wake Effect
Wind Can Generate Electricity
Anemometer
Anemometer
Magnet wire
Rectangle (neodymium magnets)
Multimeters
Alligator clips
Exploring Gear Ratios
Hole plates
Gears
Dowel rods (3/8” x 12”)
Perpendicular blocks
D-cell battery with holder (optional)
Alligator clips (optional)
Motor with adapter pin (optional)
Variable resistor (optional)
Push pin
Hand operated pencil sharpener
Ruler
Permanent marker
Sharp scissors or utility knife
Masking tape
Fine sandpaper
Breadboards
9V batteries with snap connectors or bench power supply
22 gauge wire
LEDs
Resistors
PNBO switches
Large foam cups (approximately 14 cm tall)
Rulers
Hole punches
Markers
String or thread
Paper clips
Fan(s)
Scissors
Masking tape
Assembled turbines from Wind Can Do Work
Fan(s)
Meter stick or measuring tape
Assembled turbines from Wind Can Do Work
Fan(s)
Meter stick or measuring tape
Assembled turbines from Wind Can Do Work
Toilet paper rolls
Hot glue gun with glue
Scissors
Masking tape
Fan(s)
Sandpaper or emery board
Permanent markers
Ruler
Cutting tool
Wind Blade Investigations Dowels Hubs Blade pitch protractors
Sandpaper or emery board
Multimeters Alligator clips
Turbine tower set-ups (assembled)*
Turbine Tower Lift Mechanism Worm gear drives
Alligator clips
Switches
Testing Soil for Wind Turbine Foundations
Scissors Fan(s) Pennies or other masses
Rulers
Poster board Glue Masking tape
Stiff steel wire, such as coat hanger
Wood or plywood pieces
Masking tape
String
6” Zip ties
#2 Wood screws
Screwdrivers
Batteries or bench power supply
3/32" Drill bit Drill
Stopwatches or timers
Protractors
Electrical tape (optional)
Shovel 5-Gallon bucket
Small scoops or trowels, or large spoons
Glass jars with lids Masking tape Rulers
Wind Energy Careers Guess Who Card stock, 3 different colors Manilla folders
Safety in the Round Cardstock Optional Model Generating Wind Farm Alligator clips
PVC and PVC connectors
At least 6 identical DC motors
LEDs or other low-load device
Fans
Hot glue, tape, and other adhesive materials
Wood, medium-density fiberboard, or other materials
*See pages 35-37 for turbine tower assembly instruction.
Grade Level:
Wind energy has been the fastest-growing renewable energy source in the last 20 years. This rate of increase has led to high demand for qualified individuals to work in the wind energy generation industry. The Bureau of Labor Statistics predicts that the market for wind turbine technicians will increase 68 percent by 2030. Current high school students interested in wind energy and wind turbine repair and maintenance can expect to have long, well-paying careers.
A well-trained workforce is always desirable, but even more so in the expanding wind energy industry. This curriculum unit has been developed to provide CTE teachers and their students information and activities illustrating the complex information relevant to careers in the wind industry. From planning, manufacturing, and installation to environmental impacts and decommissioning, the entire life cycle of a wind turbine is represented.
As you glance through this curriculum unit, you will see that the topics potentially cover several different content areas and types of classes. No single teacher should practically aim to cover this entire course in one class. Ideally, the same group of students would be able to experience all of the activities in this course in collaboration with two or more teachers. Decide which parts fit best into your classroom, and focus there. Share the rest with your colleagues and work together to provide a complete, enriching wind energy introduction for your students.
Energy exists in two basic forms, potential and kinetic, which can be broken into sub-forms.
Using energy results in energy being transformed from one form to another.
We use ten energy sources for our energy needs; five are nonrenewable and five are renewable.
Wind is a renewable source of energy that can be used to generate electricity.
Electricity is an energy carrier where electrons absorb energy from an energy source and carry that energy to an end use, such as a light or motor.
Electrical current is the number of electrons to move past a point in a second, and voltage is a measure of the potential those electrons have. Power is a combination of current and voltage.
A circuit is a pathway for electricity to flow.
Electromagnetic induction allows us to increase or decrease voltage in an electricity transmission system. It also allows us to change rotational energy into electricity.
Electricity is distributed on a system of transmission lines called the grid.
Uneven heating of the earth’s surface by the sun causes currents in the atmosphere, creating wind.
Several principles of physics apply to the way wind moves, including the Bernoulli Effect.
Structures built to capture and use the wind’s energy have changed dramatically over time.
Selecting the materials used to construct a wind turbine requires assessing the properties of those materials and choosing the one that best fits the application.
Wind turbines capture the energy of the wind and transfer it to generators which change the energy to electricity.
Because wind turbines capture the energy of the wind, the speed with which they turn is governed by the speed of the air as well as the radius of the turbine blades.
Secondary, grades 9-12
Time: 15-20 class periods
! Magnet Safety
The magnets in the Science of Electricity Model and Hydropower Generator Model are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions:
Wear safety glasses when handling magnets.
Use caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets.
When students set the magnets down they should place them far enough away from each other that the magnets won’t snap back together.
The tape should hold the magnets on. If you want something stronger and more permanent you can use hot glue.
When you are finished with the magnets and ready to store them, put a small piece of cardboard between them.
Keep magnets away from your computer screen, cell phone, debit/credit cards, and ID badges.
Do not allow the magnets near a person with a pacemaker or similar medical aid. The magnetic field can affect the operation of these devices.
Gears can be used to govern the speed of a wind turbine in order to operate the generator at the appropriate frequency.
Controls are devices that regulate industrial outcomes based on current operating conditions.
Control systems are interconnected devices designed to regulate an industrial process.
Properly siting a wind farm is an involved process with input from many different people.
The composition and physical properties of soil determine whether a site is suitable for human development.
Wind turbine installation has impacts on the environment in which it is placed.
Working in the wind energy industry requires specific safety procedures and training.
The wind energy industry employs people from a wide variety of backgrounds and education levels.
Read the Teacher and Student Guides thoroughly and decide how you are going to implement the unit in your classroom.
Gather materials needed for the hands-on activities using the materials list on pages 5-6.
Assemble the Science of Electricity Model (pages 9-11) prior to using it with the class. Become familiar with the operation of the model and the other equipment in the kit, especially the multimeter. Directions for using the multimeter are included on page 11.
Read through the optional Model Generating Wind Farm activity on page 26. This culminating activity will require several days over the course of the unit to complete, and can be done at the end of it as a summative assessment and engineering challenge, or concurrent to the other activities with students completing various parts of the project while they learn about those concepts in the other activities. While the project is extensive and complicated, with cooperation and time your students can be successful in building and positioning a model wind farm that generates enough electricity to power a load.
Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 27 in the Teacher Guide.
In addition to science notebooks, student worksheets have been included in the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to use these worksheets instead of science notebooks. Or, as appropriate, you may want to make copies of worksheets and have your students glue or tape the copies into their notebooks. The rubric can also be used to evaluate student work in this format.
Students will be able to demonstrate and describe how electricity is generated.
The magnets used in this model are very strong. Refer to page 7 of this guide for more safety information. Use caution with nails and scissors when puncturing the bottle.
1 Small bottle 1 Rubber stopper with 1/4” hole 1 Wooden dowel (12” x 1/4”) 4 Strong rectangle magnets 1 Foam tube 1 Small nail
Assemble the model per instructions.
1 Large nail
Magnet wire
Permanent marker
1 Pair sharp scissors
Masking tape
Fine sandpaper
Demonstrate the model and ask students to describe how electricity is generated based on what they see.
Ask students to complete the worksheet in the student guide. Hold a class discussion on how the model could be enhanced or improved.
1. If needed, cut the top off of the bottle so you have a smooth edge and your hand can fit inside. This step may not be necessary. If necessary, a utility knife may be of assistance.
2. Pick a spot at the base of the bottle. (HINT: If the bottle you are using has visible seams, measure along these lines so your holes will be on the opposite sides of the bottle.) Measure 10 centimeters (cm) up from the base and mark this location with a permanent marker.
3. On the exact opposite side of the bottle, measure 10 cm up and mark this location with a permanent marker.
4. Over each mark, poke a hole with a push pin. Do not distort the shape of the bottle as you do this.
CAUTION: Hold a rubber stopper inside the bottle behind where the hole will be so the push pin, and later the nails, will hit the rubber stopper and not your hand, once it pokes through the bottle.
5. Widen each hole by pushing a nail through it. Continue making the hole bigger by circling the edge of the hole with the side of the nail. (A 9/32 drill bit twisted slowly also works, using a rubber stopper on the end of the bit as a handle.)
1 Push pin 1 Multimeter with alligator clips Hand operated pencil sharpener Ruler Utility knife (optional) Student Guide, page 34
6. Sharpen one end of the dowel using a hand operated pencil sharpener (the dowel does not have to sharpen into a fine point). Push the sharpened end of the dowel rod through the first hole. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel.
7. Remove the dowel and insert it into the opposite hole. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel. An ink pen will also work to enlarge the hole. Be careful not to make the hole too large, however.
8. Insert the dowel through both holes. Hold each end of the dowel and swing the bottle around the dowel. You should have a smooth rotation. Make adjustments as needed. Take the dowel out of the bottle and set aside.
9. With a permanent marker, label one hole “A” and the other hole “B.”
1. Tear 6 pieces of tape approximately 6 cm long each and set aside.
2. Take the bottle and the magnet wire. Leave a 10 cm tail, and tape the wire to the bottle about 2 cm below hole A. Wrap the wire clockwise 200 times, stacking each wire wrap on top of each other. Keep the wire wrap below the holes, but be careful not to cover the holes, or get too far away from the holes.
3. DO NOT cut the wire. Use two pieces of tape to hold the coil of wire in place; do not cover the holes in the bottle with tape (see diagram).
4. Without cutting the wire, move the wire about 2 cm above the hole to begin the second coil of wraps in a clockwise direction. Tape the wire to secure it in place.
5. Wrap the wire 200 times clockwise, again stacking each wrap on top of each other. Hold the coil in place with tape (see diagram).
6. Unwind 10 cm of wire (for a tail) from the spool and cut the wire.
7. Check your coil wraps. Using your fingers, pinch the individual wire wraps to make sure the wire is close together and close to the holes. Re-tape the coils in place as needed.
8. Using fine sandpaper, remove the enamel coating from 4 cm of the end of each wire tail, leaving bare copper wires. (This step may need to be repeated again when testing the model, or saved for the very end).
1. Measure 4 cm from the end of the foam tube. Using scissors, carefully score a circle around the tube. Snap the piece from the tube. This piece is now your rotor.
2. On the flat ends of the rotor, measure to find the center point. Mark this location with a permanent marker.
3. Insert the small nail directly through the rotor’s center using your mark as a guide.
4. Remove the small nail and insert the bigger nail.
5. Remove the nail and push the dowel through, then remove the dowel and set aside. Do NOT enlarge this hole.
6. Stack the four magnets together. While stacked, mark one end (it does not matter which end) of each of the stacked magnets with a permanent marker as shown in Diagram 1.
7. Place the magnets around the foam piece as shown in Diagram 2. Make sure you place the magnets at a distance so they do not snap back together.
8. Wrap a piece of masking tape around the curved surface of the rotor, sticky side out. Tape it down at one spot, if helpful.
9. Lift the marked end of Magnet 1 to a vertical position and attach it to the rotor. Repeat for Magnets 2, 3, and 4.
10. Secure the magnets in place by wrapping another piece of masking tape over the magnets, sticky side in (Diagram 3).
1. Slide the sharp end of the dowel through Hole A of the bottle.
2. Inside the bottle, put on a stopper, the rotor, and another stopper. The stoppers should hold the foam rotor in place. If the rotor spins freely on the axis, push the two stoppers closer against the rotor. This is a pressure fit and no glue is needed.
3. Slide the sharp end of the dowel through Hole B until it sticks out about 4 cm from the bottle.
4. Make sure your dowel can spin freely. Adjust the rotor so it is in the middle of the bottle.
The stoppers can be cut in half so that one stopper is made into two, to allow for more materials. These often slide more easily on the dowel. This must be done using sharp scissors or a utility knife, and can often be dangerous. As this step is not required (the kit supplies you with two stoppers to use), exercise extreme caution.
If the foam rotor fits snugly on the dowel, put the stoppers on the outside of the bottle to help center the rotor in the bottle. Leave enough space to allow free rotation of the rotor.
The dowel may be lubricated with lip balm or oil for ease of sliding the stoppers, if necessary.
If a glue gun is available, magnets can be attached to the rotor on edge or on end to get them closer to the coils of wire. Use the magnet to make an indentation into the foam. Lay down a bead of glue, and attach the magnets. If placing the magnets on end, however, make sure they clear the sides of the bottle for rotation.
1. Connect the leads to the multimeter to obtain a DC Voltage reading.
2. Connect one alligator clip to each end of the magnet wire. Connect the other end of the alligator clips to the multimeter probes.
3. Set your multimeter to DC Voltage 200 mV (millivolts). Voltage measures the pressure that pushes electrons through a circuit. You will be measuring millivolts, or thousandths of a volt.
4. Demonstrate to the class, or allow students to test how spinning the dowel rod with the rotor will generate electricity as evidenced by a voltage reading. As appropriate for your class, you may switch the dial between 200 mV and 20 volts. Discuss the difference in readings and the decimal placement.*
5. Optional: Redesign the generator to test different variables including the number of wire wraps, different magnet strengths, and number of magnets.
*Speed of rotation will impact meter readings.
Note: Your multimeter may look different than the one shown. Read the instruction manual included in the multimeter box for safety information and complete operating instructions.
If you are unable to get a voltage or current reading, double check the following:
Did you remove the enamel coating from the ends of the magnet wire?
Are the magnets oriented correctly?
The magnet wire should not have been cut as you wrapped 200 wraps below the bottle holes and 200 wraps above the bottle holes. It should be one continuous wire.
Are you able to spin the dowel freely? Is there too much friction between the dowel and the bottle?
Is the rotor spinning freely on the dowel? Adjust the rubber stoppers so there is a tight fit, and the rotor does not spin independently.
The Science of Electricity Model was designed to give students a more tangible understanding of electricity and the components required to generate electricity. The amount of electricity that this model is able to generate is very small.
The Science of Electricity Model has many variables that will affect the output you are able to achieve. When measuring millivolts, you can expect to achieve anywhere from 1 mV to over 35 mV.
More information about measuring electricity can be found in NEED’s Secondary Energy Infobook. You may download this guide from shop.NEED.org.
This activity introduces simple, DC circuits in series and parallel, and helps students understand the benefits and drawbacks of each type of circuit.
Students will be able to construct a simple series or parallel circuit. Students will be able to identify the benefits and drawbacks of series and parallel circuits.
Guide, pages 35-36
Decide if you will have the class work on this activity all together, or as a part of a rotation of Activities 1-4. Decide if you will have students work in small groups or individually. Gather materials for students.
1. Introduce the activity to students. Explain the difference between a series and parallel circuit. 2. Demonstrate the proper way to connect the wires to the battery holders, switches, and light bulb holders. Answer any questions students may have.
3. Allow students enough time to complete the activity. If students finish early, have them compare the light bulbs when the batteries are connected in series and in parallel. 4. Reconvene the group and discuss their results. Ask them the advantages and disadvantages for wiring circuits in series and in parallel.
Breadboards provide a quick and easy way to connect components together when building basic classroom circuits. Less time is spent pinching alligator clips or the ends of battery holders and more time is spent actually connecting and testing circuit components. This activity builds on series and parallel circuits, but uses breadboards instead of switches, alligator wires, and the like.
Students will be able to construct simple series and parallel circuits with a breadboard. Students will be able to identify advantages and drawbacks of series and parallel circuits.
Breadboard (with or without VCC and GND buses) Battery snap or alligator clips 9V Battery or alternate DC power supply Several pieces of # 22 ga. solid hookup wire - red and blue or other colors 8 LEDs
4 Resistors (330 Ohms - 1/4 Watt) Multimeter (optional) Switches - Push Button Normally Open (PBNO) or other switches (optional) Student Guide, pages 37-38
Gather all materials for students. Test all batteries and properly discard any dead batteries.
If you are not familiar with breadboards, familiarize yourself with their operation and use.
Decide if you will have students work individually or in pairs. Because of the small size of the components, groups larger than 2 are not recommended for this activity.
1. Preview the activity for students. Explain the difference between a series and parallel circuit. Show students assorted diagrams of series and parallel circuit schematics, explaining the symbols and tracing the pathways current can travel.
2. Demonstrate the proper use of a breadboard and how the connections should be made.
3. Allow students enough time to complete the activity, circulating among student groups to provide any troubleshooting as needed.
4. When students have completed the activity, reconvene class and work through the conclusion questions. Help students make the connection between their small, DC circuits in class and the way their home and other buildings are wired.
The following photos show how series and parallel circuits may be constructed using resistors and a 9V battery as the power source.
LEDs wired in series
LEDs wired in parallel
Multimeters and Ohm’s Law - The use of multimeters, Ohm’s Law and electronics concepts is particularly appropriate for CTE students. To have extensive knowledge of how to make measurements, develop understanding and troubleshoot circuits with the use of a multimeter is an invaluable skill for all technical professionals from technicians to engineers and scientists.
Safety Note !!! - If working with multimeters, please note that measuring current (series only - you must break open the circuit) and measuring voltage (you touch any two points to observe voltage difference). When measuring resistance or continuity - you must disconnect the power source (battery or power supply) to avoid damaging the meter by blowing its internal fuse.
Continuity and Resistance - Furthermore, after removing the voltage source - an exploration of testing the various circuit elements for continuity and testing individual resistors to determine if they are within tolerance limits is possible.
Kirchhoff's Laws - Another extension would be to explore Kirchhoff's Voltage Law for series circuits and Kirchoff’s Current Law for parallel circuits using the integration of the voltmeter and ammeter functions of the multimeter into the activities above.
Watt’s Law - An exploration of Watt’s Law is also possible with these same tools if desired. Carefully measuring current and voltage and multiplying them to get power in Watts allows students to understand power consumption in circuits that they build and use. This can extend into an analysis of the potential time that a device or system can be expected to operate, given the Ampere-Hour rating of the battery they are using.
Students will be able to explain how wind can do work. Materials FOR EACH STUDENT OR PAIR
1 Large foam cup approximately 14 cm tall
1 Extra-long straw*
Small straw
Binder clip
Straight pins
Ruler
Hole punch
Marker
50 cm String or thread
Paper clips
Masking tape
Scissors
4-Blade Windmill Template, page 28 Wind Can Do Work worksheet, Student Guide, page 39
Make copies of worksheets, as needed. Gather supplies for the activity, and assemble stations, if necessary.
Fan(s) *Note: The extra-long straw is long enough for two "turbines" when cut in half.
1. Have students read Introduction to Energy on page 3 in the Student Guide. 2. Students should build "turbines" using the directions from the Wind Can Do Work worksheet. 3. Students should diagram their assembly and describe the energy transformations that occur in this system. 4. Encourage students to investigate the question, “What is the maximum load that can be lifted all of the way to the top of the turbine shaft?” Students should record data and observations. 5. Instruct students to keep their models in a safe place, as they will be used for future activities.
Students can redesign the model to see if they can produce more work from the system. Students can also think of their own question and design their own investigation based on the system. It may be helpful for students to work from scratch if redesigning. This way they can use the original design for Activity 7 as it follows the specifications required.
Wind speeds can change based on many variables including terrain, temperatures, and obstructions in the path of the wind. The distance from the source of the wind has an observable effect on the speed of the wind. In this activity, students will explore the average wind speed relative to the distance away from a fan (wind source). This activity establishes a baseline average wind speed at each distance. These average speeds will be used for comparison in the Wake Effect activity.
Students can use an anemometer as a tool to measure wind speed.
Students can use a meter stick as a tool to measure distance.
Students can collect data and calculate average wind speeds.
Students can plot data on a graph to explore relationships between dependent and independent variables.
Digital anemometer
Wind Can Do Work wind turbine model
Meter stick or measuring tape
Box fan(s)
Average Wind Speed worksheet, Student Guide, pages 40-42
To prepare the activity, you may consider setting up your class’ fans and measuring tapes. Make sure that fans have their plastic legs installed and that the measuring tape is perpendicular to the fan blade with a zero mark at the front of the fan.
You should also consider pre-setting the anemometers for your students to ensure that they measure the data accurately. Follow these steps to prepare the anemometers:
1. Hold the “MODE” button until the screen changes and blinks.
2. Click the “SET” button to select “m/s” as the unit. Click on the “MODE” button to save the new settings.
3. Hold the “MODE” button again until the screen changes and blinks.
4. Click the “SET” button to select “AVG,” so the anemometer will calculate the average wind speed.
1. Introduce the activity to students. Demonstrate the proper way to set and position the anemometer. Explain that they are going to be measuring wind speed at various points in front of the fan and averaging the data.
2. You might decide to move directly into Activity 6 – Wake Effect, or you might need to end the activity here and do Activity 6 during the next class period. If you move directly into the next activity, explain to students where and how they should measure the wind speed around their model turbines.
3. Allow students enough time to complete the activity.
Consider having students plot their data using a spreadsheet program.
Wind speeds can change based on many variables including terrain, temperatures, and obstructions in the path of the wind. Obstructions that put the energy in the wind to work, such as wind turbines, can extract energy from the wind. By transforming this motion energy into another form, the wind’s speed is reduced in the wake of the wind turbine. As the flow of wind continues past the wind turbine, the wind’s speed tends to return average conditions.
In this activity, students will place a single wind turbine in the wind’s path and measure the wind speed at the same positions that they measured in the “Average Wind Speed” activity. Through this exploration, students will find dead spots and quantifiable changes in wind speed caused by the wake of the wind turbine. Graphically, students can observe the wake effect directly behind the turbine correct itself to average conditions.
Students can use an anemometer as a tool to measure wind speed.
Students can use a meter stick as a tool to measure distance.
Students can collect data and calculate average wind speeds.
Students can plot data on a graph to explore relationships between dependent and independent variables.
Students can calculate the percent of change between to values.
Digital anemometer
Wind Can Do Work wind turbine model
Meter stick or measuring tape
Box Fan
Wake Effect worksheet, Student Guide, pages 43-45
To prepare the activity, you may consider setting up your class’ fans and measuring tapes. Make sure that fans have their plastic legs installed and that the measuring tape is perpendicular to the fan blade with the zero mark at the front of the fan.
You should also consider pre-setting the anemometers for your students to ensure that they measure the data accurately. Follow these steps to prepare the anemometers:
1. Hold the “MODE” button until the screen changes and blinks.
2. Click the “SET” button to select “m/s” as the unit. Click on the “MODE” button to save the new settings.
3. Hold the “MODE” button again until the screen changes and blinks.
4. Click the “SET” button to select “AVG,” so the anemometer will calculate the average wind speed.
1. If students are continuing on through this activity directly from Activity 5 – Average Wind Speed, continue to allow students time to work, supporting them as necessary. If students are starting this activity at the beginning of a new class period, introduce the activity and explain to them how they will be building on the previous class period’s work.
2. Remind students of the settings to use on the anemometer and how to operate it.
3. Allow students enough time to complete the activity.
4. When students have finished their work, have them plot their data on the graphing spaces provided in the Student Guide.
5. Discuss the results of Activities 5 and 6 with students, and apply those results to properly positioning wind turbines around each other in a wind farm.
Consider having students plot their data using a spreadsheet program.
A wind turbine uses the motion energy in the wind to generate electricity. A generator helps transfer the motion energy to electrical energy using magnets and wire. Students will use their completed Wind Can Do Work models from Activity 4 to create a wind turbine generator. These instructions will help students retrofit the paper clip lifting model to become an electrified wind turbine.
A changing magnetic field can induce an electrical current, especially if the electrons are given a path through which to pass their charge. Students will be wrapping magnetic coated wire in coils and using strong neodymium magnets to push the negatively charged electrons through these coils. If you can move electrons, you’re generating electricity!
Students will be able to develop and use a model to describe how a generator works and list its basic components.
The magnets in this model are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions:
Wear safety glasses when handling magnets.
Use caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets.
When students set the magnets down, they should place them far enough away from each other that the magnets won’t snap back together. When you are finished with the magnets and ready to store them, put a small piece of cardboard between them. Keep magnets away from your computer screen, cell phone, debit/credit cards, and ID badges, and individuals with medical devices or pacemakers. Use caution with hot glue and glue guns as burns can occur.
Assembled Wind Can Do Work turbine model (from Activity 4) Magnet wire 2 Rectangle neodymium magnets Multimeter 2 Alligator clips
Toilet paper roll Hot glue gun with glue
tape
Sandpaper or emery board
Wind Can Generate Electricity Templates, page 29
Wind Can Generate Electricity, Student Guide, pages 46-47
Preview the construction video for the activity. Decide if you will share with the class, https://youtu.be/-64paV6ooxY. Gather empty toilet paper rolls ahead of time. It may be helpful to alert custodial staff to collect rolls for you in advance. Students can also help in the collection by bringing in empty rolls from home.
Gather materials for the activity, based on the number of student groups you will have assembling the model. Set up construction stations as needed, and ensure access to hot glue is on a heat-safe surface near an electrical outlet.
Depending on the number of groups you have and the wire spools available, you may need to “rewind” larger spools of wire into smaller spools. Excess toilet paper rolls, plastic cups, PVC pipe chunks, and other objects may be useful for spooling.
Prepare copies of the templates for each group. Make sure each group has one template for the nacelle and two templates for the magnets. You may opt to make laminated versions of these to be reused between classes.
Ensure student models of the Wind Can Do Work activity are available and ready to go. If that activity was not yet completed, gather supplies for those instructions and have students construct up to step 6.
1. Introduce the activity to the class and preview any instructions. Demonstrate use of the multimeter, if needed. Place students into groups and have them select a model turbine to use for the activity, if several exist for their small group.
2. Reinforce magnet safety information and safe use procedure for hot glue.
3. Students should modify and build their wind turbine using the instructions on the student handout. Monitor student construction and provide time for questions, answers, and assistance. Provide students an opportunity to troubleshoot any turbine issues they were experiencing.
4. Discuss the data, analysis, and conclusion questions as a class.
5. If you have decided to conduct the Optional Activity – Model Generating Wind Farm (page 26), students will need to preserve the models from this activity to use in the future. Have students place these models some place safe where they will be undisturbed.
This activity uses small, plastic gears to help students understand gear ratios. An optional activity incorporates connecting a motor and variable resistor to drive the gears. Note: The hole plate has two sizes of holes in it. The four corner holes are narrower and designed to provide a place for an immovable connection with a 3/8” dowel, such as mounting a motor. The other holes are wider and will allow the 3/8” dowel to turn freely.
Students will be able to provide a gear ratio for two simple gears. Students will be able to calculate a net gear ratio for compound gears. Students will be able to use a motor to drive gears. Students will be able to effectively use a variable resistor to adjust a motor to drive gears.
1 Hole plate 4 Gears: 1 each of 10, 20, 40, and 50 teeth
1 Dowel rod, 3/8” in diameter by 12 inches long
Perpendicular block
marker
Cutting tool (saw, knife, etc.)
1 DC motor with adaptor pin and mount (optional)
1 Variable resistor (optional)
1 D-cell battery with holder (optional)
3 Alligator clips (optional) Exploring Gear Ratios worksheet, Student Guide, pages 48-49
If desired, cut the 3/8” dowel rods into pieces each 1½ inches long. Students can also do this to help save time in part one of the activity. Using the instructions provided in the kit, insert each motor into the adaptor pin provided. The pin allows the motor to engage with the gears. Decide if students will work individually or in groups. Gather all materials and make them available to students.
1. Introduce the activity and explain that the activity is designed to help them understand gear ratios. 2. Allow students sufficient time to complete parts 1, 2, and 3.
3. The optional motor activity is to have students replace the “crank” with a motor and variable resistor in parts 1 and 2. Explain that students should adjust the speed of the motor until they can visually count the revolutions in a specific time frame, such as 10 seconds, to know the rpm of the gear. A dot with a permanent marker, or tiny piece of tape, will help students count accurately. Students may need to connect several compound gears to get a speed slow enough to accurately count rpm. 4. Have students use their measurement and the gear ratio to calculate the speed of the motor.
Issue a challenge to students to combine gear sets between student groups to use them to reach an output speed of 1 rpm with the motor and variable resistor. Discuss why the gears become more difficult for the motor to turn as more gears are added.
Students will be able to identify the blade variables that impact the electrical output of a wind turbine.
Dowels Hubs Blade pitch protractor Sandpaper or emery board 2 Turbine tower set-ups (see Preparation below) Masking tape Multimeters Scissors
20” Wood towers
Tower stand sets (1 locking disc, 3 base legs, 1 leg insert) Turbine nacelle Hex driveshafts
Alligator clips Fan(s)
Pennies or other masses
Rulers
Poster board
Glue
Benchmark Blade Template, page 30
Blade investigations worksheets, Student Guide, pages 50-53
Turbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool) Motor mount (2 bolts, 4 wing nuts, 4 nuts, 8 screws, 2 motor mounts (blue), 1 wind turbine motor with wires, 1 hi-torque motor with wires)
If you haven’t done so already, construct the turbine towers as directed on pages 31-32 of the Teacher Guide, using the materials listed above. BLADE MATERIALS—It is recommended that the benchmark blades be made of poster board or similar material, which is not included in the kit. Gather remaining materials and set up blade investigation stations. Make copies of worksheets, as needed.
1. Students should read “Wind Energy and Wind Turbines” and “Using Wind to Generate Electricity” on pages 7-12 in the Student Guide. 2. If necessary, teach students how to use the multimeters.
3. Divide students into small groups. Each group should be given their own hub and blade materials.
4. Have students complete each blade investigation. The investigations have been designed to build upon each other, and it is suggested that they be done in order in a gradual release model.
Blade Investigation #1 – Exploring Blade Pitch, Student Guide page 50
Blade Investigation #2 – Exploring Number of Blades, Student Guide page 51
Blade Investigation #3 – Exploring Surface Area, Student Guide page 52
Blade Investigation #4 – Exploring Mass, Student Guide page 53
WIND TURBINE MANAGEMENT TIP: This kit includes two towers and ten hubs. In your classroom, you can set up two testing stations using the towers provided. Each student group should receive their own hub, and they can use this to prepare their blade investigations. When they are ready to test their investigation, students can bring their hub over to the tower and connect it to the generator.
WARNING: When removing hubs from the generator, students need to be careful not to pull the generator out of the nacelle so that gears remain connected.
Electrical and electronic controls are utilized in all industries everywhere for accomplishing a wide variety of tasks and regulating many different processes. This activity illustrates the process of raising a model turbine tower from horizontal to vertical and the control process involved to accomplish this task.
While the activity has been written out step-wise for your students, you may choose to demonstrate this procedure as written and have your students improve upon the design or develop their own method incorporating electronic and mechanical lifting and control mechanisms according to their skill level and interest.
Students will be able to assemble a simple tower-lifting mechanism and connect the electrical components. Students will be able to explain the controls involved in a tower-lifting mechanism.
Students will be able to successfully assemble a tower-lifting system and raise a model turbine tower.
Worm gear drive 1/16” dia. x 14” Stiff steel wire, such as coat hanger wire, to serve as the tower Base - ¾” x 3 ½” x 16” - wood or plywood
Hinge block - Small ¾” square x 1.25” piece of wood / plywood with small pilot holes on two sides 90 degrees apart (one on top for mounting and one on the side for tower to pivot within)
Masking tape
String - light duty such as woven string line for construction
Zip ties - 6” - to tie down worm gear drive to base
Small #2 wood screw
3 Alligator clips or electrical tape
3 AA, C, or D batteries connected in series, or a 4.5 V bench power supply
Switch
Stopwatch or timer
Turbine Tower Lift Mechanism worksheet, Student Guide, pages 54-56
#2 Screwdriver 3/32” dia. Drill bit Drill
Gather materials for student use. You may want to substitute repurposed items you have on hand rather than use newly purchased items. Use your discretion in which materials to provide for students. Preview the procedure, running through it yourself if desired, so you are prepared to troubleshoot any problems your students encounter.
1. Introduce the activity to students, explaining that they will be building a system that raises a model turbine “tower” from horizontal to vertical.
2. Demonstrate the system you constructed, if applicable.
3. Discuss any common pitfalls you anticipate students may encounter.
4. Allow students sufficient time to complete the activity. Circulate among students to offer assistance as necessary.
circuit
The red and black leads that connect to the top (+) and bottom (-) bus strips are attached to a 4.5 V DC power supply.
Materials List:
Breadboard / Modular Circuit Board
Any NO (normally open) switch such as the PBNO shown 4.5V (3) AA, C or D-cells / Holder or other DC power supply (shown with external power supply - offscreen)
Battery holder or tape batteries together or utilize DC bench power supply
Solid 22 gauge hook-up wire to insert in breadboard / solder to components OR hookup wires with alligator clips may be substituted
Worm gear drive motor
Further Extension - Use a Double Pole Double Throw (DPDT) switch wired as pictured on the next page to change polarity if you want it to reverse the motor and the tower’s direction (lowering instead of raising the tower.)
This image depicts the extension of using a Double Pole Double Throw (DPDT) switch to reverse motor polarity so the unit can be lowered as well as raised.
There are many tests a prospective site for wind energy development must undergo. One of the most important is determining if the soil structure of the proposed site will be able to support the immense weight of the turbine and its foundation. One such test includes measuring the proportions of sand, silt, and clay, and this activity mimics that kind of soil test.
Students will be able to recognize the differences among sand, silt, and clay.
Students will be able to accurately measure layer depths. Students will be able to calculate proportions from measured layer depths of a soil sample.
1-quart glass jar with lid Masking tape Ruler Student Guide, pages 57-58
Shovel
5-gallon bucket Small scoop, trowel, or large spoon Soil sample(s) or site(s) to dig Paper towels, broom, dustpan, etc. for cleanup
Decide if you will have students dig and prepare the soil sample from your school grounds, or if you will provide soil samples.
If you are providing soil samples, decide if you will provide identical samples for each student or group, or if you will provide samples of varying composition.
Gather materials and make them available for student use. Students can bring in clean, empty glass pickle jars if you do not wish to purchase new jars for this activity.
Determine a place for student samples to sit while they settle. A place without direct sunlight is best, if possible.
1. Have students read “Soils” and “Ocean Floor” in the Student Guide on pages 20-21.
2. Introduce the activity, explaining that this is just one of many tests soil scientists and engineers may conduct while analyzing a site for its suitability for wind energy development.
3. Allow enough time for students to complete the activity. Show students where they should place their jars while they settle.
4. When students have finished, reconvene the class. Discuss the results of their soil testing, and ask them how these results might impact whether that soil would support a large structure like a wind turbine.
Contact the Cooperative Extension office at your state’s land grant university to see if a soil scientist can visit your class to discuss careers in soil science.
Contact a university civil engineering department or local chapter of the American Society of Civil Engineers and ask if someone can visit your class to discuss the importance of soil when positioning a large structure like a wind turbine.
This fun, low-tech activity helps students to become acquainted with a few interesting jobs in the energy industry. Students will play against each other, like they do in the classic Hasbro game, with the goal to identify their opponent’s energy career before their opponent can identify theirs. For an added, more personalized challenge, have the students make their own job cards and at-a-glance sheets to play the game.
Students will be able to describe possible careers available within the energy industry.
Cardstock, 3 colors
Manilla folder (legal size if available)
Wind Energy At-A-Glance sheet, page 33
Wind Energy Guess Who Cards, page 34
Prepare copies of the cards so that each set of partners would have 3 sets of cards. Copy the sets in 3 different colors (for example, white, yellow, and green). Cut the cards and assemble into decks of 6 cards by color.
Gather folders to serve as partitions between the game players. Stand the folders up with the binding in the center. If you prefer, you may also make your own customized partitions.
Prepare a copy of the at-a-glance sheet for each student.
5. Pass out the at-a-glance sheets and ask students to read up on the six energy jobs provided. This can also be assigned as homework. You can opt to allow them to use it during game play or remove it.
6. Split students up. The game can be played one-on-one, or a team of two versus another pair. Larger groupings may complicate game play.
7. Provide each opponent pair with their 3 decks of cards, each a different color, and their partition. Instruct the pair to stand up their partition so that when they lay out their cards, their opponent can not see what they do.
8. Instruct the pair to have one colored stack (the white stack, for example), shuffled and off to the side, face down. This will be their community pile.
9. They should each select their color deck. They should then lay out all six cards face up, in 3 rows of 2, making sure they cannot see their opponent’s cards around the partition.
10. Each player should draw a card from the community pile and keep it a secret. This will be their assigned career identity. They should lay this card closest to them, so they don’t forget their identity.
11. Explain that each player must try and guess their opponent’s career identity by asking yes or no questions. If the question and the answer eliminate a career option for the opponent, they should flip the card over on their side. Players will take turns asking questions and answering their opponent’s questions truthfully in a yes or no fashion. If you think you know your opponent’s identity, you must still ask in a yes or no format. Let players know if they may consult their at-a-glance sheets during the game.
12. Ask the teams to keep score and play the best of 3 games.
Have students create their own cards and at-a-glance sheets for their favorite career. Create a much larger game from this class set.
Ask students to brainstorm how they might digitize this game or make it more interesting.
This activity introduces students to careers in the wind energy industry with which they may not be familiar while providing an avenue for practicing research and presentation skills.
Students will learn about one or more wind energy careers.
Students will successfully present information about a wind energy career to their peers.
Computer for research
Platform to create presentation (such as Google Slides, Prezi, Flipgrid, etc.)
Identify Your Skills sheet, page 35
Student Guide, pages 26-30
Copy Identify Your Skills sheets for each student.
Have students read the descriptions of wind energy industry careers on page 28 in the Student Guide and choose one or two careers that sound interesting. This can be completed as homework.
1. Pass out the Identify Your Skills sheets. Ask students to complete the skills sheet and explain that their answers will help with creating a presentation. This can also be assigned as homework.
2. Direct students to the career descriptions listed in the Student Guide on page 28.
3. Based on the job description, have students choose one of the energy careers.
4. Allow students ample time to properly research their careers and develop a presentation. Some fun ways students might present is to dress up and behave as if they are actual employees in that field, make a fun video, or write a song or rap about the career.
5. Give students time to make their presentations to the class
Safety in the Round is a quick, entertaining game to introduce or reinforce information about safety, safety equipment, and first aid.
Students will learn about one or more wind energy careers.
Students will successfully present information about a wind energy career to their peers.
Cardstock
Copy one set of the Safety in the Round cards on pages 36-37 on card stock and cut into individual cards.
Copy an extra set of the cards to serve as your answer key. This copy does not need to be cut apart. The cards will flow in order down the columns.
1. Distribute one card to each student. If you have cards left over, give some students two cards so that all of the cards are distributed.
2. Have the students look at their bolded words at the top of the cards. Give them several minutes to become familiar with their words and look up any unfamiliar terms.
3. Start with the "I have first aid" card. Find this student and give the following instructions to the class:
Read question 1 on your card. The student with the correct answer will stand up and read the bolded answer from the top of their card, “I have _____.”
That student will then read Question 1 on their card, and the round will continue until the first student stands up and answers a question with "I have first aid," signaling the end of the round.
4. Continue the game with Rounds 2 and 3. Shuffle the cards between rounds if you wish.
5. If there is a disagreement about the correct answer, have the students listen to the question carefully, looking for key words, and discuss until a consensus is reached about the correct answer.
1. Give each student or pair a set of cards.
2. Students will put the cards in order, taping or arranging each card so that the answer is directly under the question.
3. Have students connect the cards to fit in a circle or have them arrange them in a column.
“In the Rounds” are available on several different topics. Check out these guides for more, fun “In the Round” examples!
Hydrogen in the Round—H2 Educate Oil and Natural Gas Industry in the Round—Fossil Fuels to Products, Exploring Oil and Natural Gas Conservation in the Round—School Energy Experts, School Energy Managers
Forms of Energy in the Round—Science of Energy guides
Uranium in the Round—Nuclear guides
Solar Energy in the Round—Energy From the Sun
Transportation Fuels in the Round—Transportation guides
All of the activities in this unit focus on one particular aspect of generating electricity using wind energy. This activity combines the skills and knowledge acquired throughout the unit into a culminating, unit-wide project.
Because of the complexity of this project, it is suggested that you have students start working on it when you begin this unit. Furthermore, because of the materials required, having the entire class work together as a team, each student assuming different roles in the project, is probably most practical.
While we provide instructions for constructing wind towers from PVC pipe, you may choose any materials you wish, as long as your students can build a secure, solid wind tower for their turbines.
Students will be able to successfully construct several nearly identical model wind turbines and electrify them.
Students will be able to successfully connect several model wind turbines to power a device.
Students will be able to properly position several connected model wind turbines to maximize combined power output.
PVC and PVC connectors for building at least 6 turbine towers (see instructions on page 38)
At least 6 identical DC motors; more may be needed depending on the size of motor you use
Several pair alligator clips
LEDs or other low-load device to power
At least 2 fans
Hot glue, tape, and other adhesive materials for building blades and attaching them to the motor
Wood, medium-density fiberboard, or other materials needed for building blades and attaching them to motors
Gather materials your students will use for the project.
Build a prototype for your own reference or that students may use as a starting point.
1. Introduce the activity, explaining its objectives and what you would like students to do.
2. Work with students to develop a timeline of intermediate deadlines and the work necessary to meet those deadlines.
3. Allow students time and space to work on the project. Students might want a little bit of class time each day, or they may need to have entire class periods peppered throughout the unit to work on the project.
This project lends itself very nicely to a Youth Awards project. Student-led energy projects are eligible for state and national recognition. More information can be found by navigating to https://www.need.org/need-students/youth-awards/
This is a sample rubric that can be used with inquiry investigations and science notebooks. You may choose to only assess one area at a time, or look at an investigation as a whole. It is suggested that you share this rubric with students and discuss the different components.
4 Written explanations illustrate accurate and thorough understanding of scientific concepts.
The student independently conducts investigations and designs and carries out his or her own investigations.
3 Written explanations illustrate an accurate understanding of most scientific concepts.
2 Written explanations illustrate a limited understanding of scientific concepts.
The student follows procedures accurately to conduct given investigations, begins to design his or her own investigations.
The student may not conduct an investigation completely, parts of the inquiry process are missing.
Comprehensive data is collected and thorough observations are made. Diagrams, charts, tables, and graphs are used and labeled appropriately. Data and observations are presented clearly and neatly with appropriate labels.
Necessary data is collected. Observations are recorded. Diagrams, charts, tables, and graphs are used appropriately most of the time. Data is presented clearly, and neatly.
The student clearly communicates what was learned and uses strong evidence to support reasoning. The conclusion includes application to real life situations.
The student communicates what was learned and uses some evidence to support reasoning.
1 Written explanations illustrate an inaccurate understanding of scientific concepts.
The student needs significant support to conduct an investigation.
Some data is collected. The student may lean more heavily on observations. Diagrams, charts, tables, and graphs may be used inappropriately, have some missing information, or are labeled without 100% accuracy.
Data and/or observations are missing or inaccurate.
The student communicates what was learned but is missing evidence to support reasoning.
The conclusion is missing or inaccurate.
Procedure
1. Cut out the square.
2. Cut on the dotted, diagonal lines.
3. Punch out the four black holes along the sides (being careful to not rip the edges) and the one in the center.
4. Follow the directions on the Wind Can Do Work worksheet to complete the windmill.
Lock one leg onto the center hub.
Attach the two other legs in the same way.
Slide the locking disc onto the tower about 3 inches.
With the teeth of the locking disc pointing down, insert the tower into the center hub, locking the tower in place.
1. The turbine nacelle will require assembly. Once assembled the nacelle will slide down onto the tower. Watch the assembly video for more information: https://vimeo.com/114691934. The hub, gears, and motor can be removed and rearranged, depending on the investigation. See page 32 for directions on changing gears.
1. The 16, 32, or 64 tooth gear will lock into the small Hex-Lock. You can choose to mount the gear on either side of the nacelle, but we recommend mounting your gears on the side of the nacelle opposite from the hub. This makes it easier to interchange gears and manipulate your blade pitch.
2. You will now need to move your DC motor up or down so that the pinion gear (the smallest gear in a drive train) meshes with the gear on the hub.
64-tooth
NOTE: If you are using the largest gear size, you will notice that it will only fit with regular nuts under the motor mounts, as wing-nuts are too tall. If you are using the smallest gear size, you will have to use regular nuts above the motor mounts. Give the hub a spin to make sure that the gear turns and rotates the small pinion gear on the motor.
Since the 16-tooth gear is so small, it is challenging to get the generator high enough in the main body to mesh gears. In order to use this small ratio, you have to use the thinner generator. Remove the upper half of the motor mount and slide a small cardboard or folded paper shim in between the generator and the main body housing. You will have to adjust the width of this shim to get the gears to mesh perfectly. Tighten the nuts below the motor mount to secure the generator in place. If the gears do not mesh well, adjust your shim.
1. The HEX shaped driveshaft allows you to connect the Hex-Lock to the driveshaft. If you mount your gears or a weightlifting spool on the back of the nacelle, it will not slip on the driveshaft.
2. The Hex-Lock allows you to quickly interchange and lock gears in place on the driveshaft. Your gear will fit snugly onto this adapter. Slide the Hex-Lock and your gear up the driveshaft right behind the hub, as shown in the picture. Again, be sure to line up the main drive gear with the pinion attached to your DC motor.
3. The completed nacelle will slide right onto your tower. You can secure the nacelle in place by screwing in one or two more small screws in the holes at the bottom of the nacelle.
4. Turn the knob on the front of the hub to loosen the two hub sides. Do not turn the knob too far or the hub will separate completely.
5. Place the blades into the slots. Tighten the hub to hold the blades in place.
32-tooth
Hub Quick-Connect
Use the nuts to adjust the motor up and down so the gears mesh. Hub
Installs, inspects, maintains, operates, and repairs wind turbines Works:
Outdoors or in the field Musts:
HS diploma, technical school or on-the-job training, comfortability with heights and confined spaces, physically able to climb, experience with power tools and measurement instruments, safety and caution in workplace Certifications: Technical schooling program
Pipefitter
Constructs, maintains, assembles, and installs piping systems in HVAC systems, power plants, labs, or outdoors to transport liquid or gas materials Works:
Indoors or outdoors in the field, depending on job assignment Musts:
HS diploma, on-the-job training, ability to use welding and necessary tools, ability to interpret blueprints and maps, strong problem solving and analysis skills, strong focus, safety and caution in the workplace, knowledge of current regulations, dexterity in hands and knowledge of metals and their properties
Certifications:
Vocational training and licensing may be required
CAD Designers
Use computers to generate sketches of complex undertakings to help establish timelines, budgets, and assist different departments in making vital decisions about major projects Works:
Indoors Musts:
Associates degree or equivalent experience, the ability to stay seated for long periods of time, good communication skills
Certifications: AutoCAD Certification
Certified Energy Manager Manages an organization or building’s use of energy, promotes responsible use of resources, monitors utility consumption, and determines reduction plans and installations based on data Works:
In a building and occasionally outdoors Musts:
College degree or experience in energy systems, knowledge of HVAC systems and electrical systems, strong math, observation, analysis, teamwork, writing, and presentation skills, ability to use hand-held tools
Certifications:
Certified Energy Manager (CEM) through AEE, LEED, and Green Building Council certifications are helpful
Lineworker
Installs, maintains, and repairs electrical lines and systems Works:
Above and underground, in homes, businesses, or outdoors (often high off the ground) Musts:
HS diploma is preferred, on-the job training, comfortability with heights or underground settings, problem solving skills, independent and team work skills, knowledge of electrical and building codes, ability to handle power and hand tools, safety and caution in workplace
Certifications:
One-year electrical repair may be helpful, apprenticeship hours, electrical license may be required
Soils Scientist
Tests,collects, and analyzes physical and chemical characteristics of soil, breaks down the soil’s distribution, soil formation and biological components Works:
Private, educational, and public sector, in the field and in the office Musts:
Good observation skills, the desire to make decisions impacting the environment, good communication skills, Bachelor's Degree
Employers are often interested in “soft skills” which are also referred to as interpersonal skills. These skills are not specifically tied to one career or job, but are applicable across all areas of employment. Some examples of soft skills include teamwork, communication, problemsolving, flexibility, work ethic, creativity, time management, and performance under pressure.
Write about an example, either from your own experience or imagined, where two or more soft skills listed above have been used. Describe the example like a story with a beginning, middle, and end.
The hobbies and clubs where we spend our time can inform for which careers we may be most suited. Are you a member of your school’s robotics team or environmental club? Are you in scouts in a leadership role? Do you spend your time making things or building models from kits?
Make a list of your hobbies and clubs. Then after each, identify how each may help you develop a career in the wind energy industry.
There are things that we are interested in as individuals that may not be at all related to the classes we take or the clubs and hobbies in which we engage. These additional interests may be useful to help us plan how we spend our time in the future. For example, you may not have the money to invest in radio controlled airplanes right now, but you are interested in aviation and would like to learn to fly some day.
Make a list of your other interests. After each, identify how that interest could be tied to the wind energy industry.
1. Who has the injury that requires you to apply light pressure with a clean cloth?
2. Who has the injury that requires you to rinse the area with water?
3. Who has the injury that needs to be raised/elevated until the area is no longer bleeding?
1. Who has the injury that requires running under cool water for a minimum of 5 minutes?
2. Who has the injury that should have an antibiotic ointment, aloe vera cream, or antiseptic spray applied?
3. Who has the injury that should be loosely wrapped?
1. Who has the device that can only be used if the person is unconscious and not breathing?
2. Who has the device that requiring you to call 9-1-1 before using?
3. Who has the device requiring you to connect pads to the injured person’s chest?
1. Who has the name of a policy addressing equipment that is connected to electricity?
2. Who has the policy stating one should always assume equipment is energized?
3. Who has the policy describing whose responsibility it is to disconnect the power supply?
1. Who has the injury that requires the area to be flushed for approximately 15 minutes?
2. Who has the injury that requires you to ask the person to move the injured area up and down?
3. Who has the injury that requires the injured person’s eyes stay open during flushing?
1. Who has the procedure that protects workers from hazardous energy releases?
2. Who has the procedure that gives direct steps to prevent electrical accidents and isolate energy?
3. Who has the procedure that protects employees from equipment and tools starting unexpectedly during servicing?
1. Who has an injury where the person may be conscious or unconscious?
2. Who has the injury requiring a conscious victim drink water?
3. Who has the injury that if unconscious, call 911 and apply cool towels?
1. Who has the technique required for someone who isn't breathing or responsive?
2. Who has the technique that requires the injured person be lying down on a hard, flat surface?
3. Who has the technique that requires 30 chest compression for every two breaths?
1. Who has the Personal Protective Equipment (PPE) most commonly worn in an industrial setting?
2. Who has the equipment that will help protect your vision?
3. Who has the equipment that will block debris, harmful light, and blasts of air and water from your eyes?
1. Who has the PPE that is second-most commonly worn in an industrial setting?
2. Who has the equipment that will help protect your hearing?
3. Who has the equipment that can reduce the damage from exposure to loud noises?
1. Who has the PPE that keeps your hands a "perfect 10."
2. Who has equipment that will protect you from cuts, electric shock, and burns.
3. Who has equipment that will protect you from abrasive materials?
1. Who has the PPE that must be closed-toe?
2. Who has the equipment that protects your shoes and boots from carrying debris?
3. Who has equipment that protects your feet from being punctured or wounded from material on the ground or falling from above?
1. Who has the safety equipment used when climbing or working off the ground?
2. Who has the safety equipment that spreads the force of the fall to help protect from injury.
3. Who has the safety equipment that is designed to suspend you in the air until help arrives?
1. Who has the safety equipment used when climbing or working off the ground that connects the body to an anchorage?
2. Who has the safety equipment that acts as the "middle man" between the body support and the anchor?
3. Who has the safety equipment that has shock absorbing lanyards or self-retracting lifelines with energy- absorbing elements?
1. Who has the the PPE that could give you "hat hair"?
2. Who has the equipment that can protect you whenfalling?
3. Who has the equipment that can protect you from a head injury?
1. Who has a knot that is very strong, secure, and taut?
2. Who has the knot that is very difficult to untie?
3. Who has the knot used when secure temporary or semipermanent binding is required?
1. Who has the PPE that protects the largest organ in the body?
2. Who has the equipment that can protect you from cuts and scrapes on your body?
3. Who has the equipment that can protect you from electrical shock and fire?
1. Who has the safety equipment used when climbing or working off the ground that is strong and sturdy?
2. Who has the equipment that must be able to hold your weight?
3. Who has the equipment that is normally an I-beam or concrete?
1. Who has the safety knot?
2. Who has the knot that can be quickly adjusted?
3. Who has the knot that can be attached at the anchor's center point with a locking carabiner?
1. Who has the set of guidelines to follow in case of injury or illness?
2. What is the type of help given to a sick or injured person until medical help is available?
3. What is the type of medical care anyone can learn to administer?
(4) 90° PVC fittings (1”)
(6) 6” PVC pipe sections (1” diameter) (3) PVC T fittings (1”) Drill a small hole in one “T” (1) 24” PVC pipe section (1” diameter)
1. Using (4) 90° PVC fittings, (2) PVC Ts and (4) 6” PVC pipe sections, construct the two sides of the PVC turbine base. Make sure in this step to use the PVC Ts that DO NOT have a hole drilled in them.
2. Fit the parts together without using glue (PVC glue is really nasty stuff). To make them fit snuggly tap them together with a hammer or bang them on the floor once assembled.
3. Next, connect the two sides of the base using the PVC T with the hole. The hole will allow you to snake out the wires from the DC motor.
4. Connect alligator clip wires or solder permanent wires to the leads of the motors.
5. Attach the motor to the 24” long PVC tower, run the wires down through the post and through the hole in the PVC T at the center of the base. Attach the tower to the base.
6. Attach alligator clips to the wires. Then straighten all parts and make sure joints are secure.
Sides joined together. Make sure to use the PVC T with a hole so you can get the wires out.
State: ___________ Grade Level: ___________ Number of Students: __________
1. Did you conduct the entire unit? Yes No
2. Were the instructions clear and easy to follow? Yes No 3. Did the activities meet your academic objectives? Yes No 4. Were the activities age appropriate? Yes No
5. Were the allotted times sufficient to conduct the activities? Yes No
6. Were the activities easy to use? Yes No 7. Was the preparation required acceptable for the activities? Yes No
8. Were the students interested and motivated? Yes No
9. Was the energy knowledge content age appropriate? Yes No
10. Would you teach this unit again? Yes No
Please explain any ‘no’ statement below.
How would you rate the unit overall? excellent good fair poor
How would your students rate the unit overall? excellent good fair poor
What would make the unit more useful to you?
Other Comments:
Please fax or mail to: The NEED Project 8408 Kao Circle
FAX: 1-800-847-1820 Manassas, VA 20110 Email: info@need.org
Alaska Electric Light & Power Company
American Electric Power Foundation
American Fuel & Petrochemical Manufacturers
Arizona Sustainability Alliance
Armstrong Energy Corporation
Robert L. Bayless, Producer, LLC
Baltimore Gas & Electric
Berkshire Gas - Avangrid
BG Group/Shell
BP America Inc.
Blue Grass Energy
Bob Moran Charitable Giving Fund
Boys and Girls Club of Carson (CA)
Buckeye Supplies
Cape Light Compact–Massachusetts
Central Alabama Electric Cooperative
CLEAResult
Clover Park School District
Clovis Uni ed School District
Colonial Pipeline ComEd
Con uence
ConocoPhillips
Constellation
Delmarva Power
Dominion Energy, Inc.
Dominion Energy Charitable Foundation
DonorsChoose
Duke Energy
Duke Energy Foundation
East Baton Rouge Parish Schools
East Kentucky Power
EcoCentricNow
EDP Renewables
EduCon Educational Consulting
Enel Green Power North America
Eugene Water and Electric Board Eversource
Exelon
Exelon Foundation
Exelon Generation Foundation for Environmental Education
FPL
The Franklin Institute
George Mason University – Environmental Science and Policy
Georgia Power
Gerald Harrington, Geologist
Government of Thailand–Energy Ministry
Green Power EMC
Greenwired, Inc.
Guilford County Schools–North Carolina
Honeywell
Houston LULAC National Education Service Centers
Iowa Governor’s STEM Advisory CouncilScale Up
Illinois Clean Energy Community Foundation
Illinois International Brotherhood of Electrical Workers Renewable Energy Fund
Illinois Institute of Technology
Independent Petroleum Association of New Mexico
Jackson Energy
James Madison University
Kansas Corporation Energy Commission
Kansas Energy Program – K-State Engineering Extension
Kentucky O ce of Energy Policy
Kentucky Environmental Education Council
Kentucky Power–An AEP Company
League of United Latin American Citizens –National Educational Service Centers Leidos
LES – Lincoln Electric System
Liberty Utilities
Linn County Rural Electric Cooperative Llano Land and Exploration
Louisiana State Energy O ce
Louisiana State University – Agricultural Center
Mercedes-Benz USA
Minneapolis Public Schools Mississippi Development Authority–Energy Division
Motus Experiential National Fuel National Grid
National Hydropower Association
National Ocean Industries Association
National Renewable Energy Laboratory
NC Green Power
Nebraskans for Solar
NextEra Energy Resources
Nicor Gas
NCi – Northeast Construction
North Shore Gas
O shore Technology Conference
Ohio Energy Project
Oklahoma Gas and Electric Energy Corporation
Omaha Public Power District Paci c Gas and Electric Company PECO Peoples Gas
Pepco
Performance Services, Inc.
Permian Basin Petroleum Museum Phillips 66 PNM
PowerSouth Energy Cooperative
Providence Public Schools
Quarto Publishing Group
Prince George’s County O ce of Sustainable Energy (MD)
Renewable Energy Alaska Project Rhoades Energy
Rhode Island O ce of Energy Resources
Rhode Island Energy E ciency and Resource Management Council
Salal Foundation/Salal Credit Union
Salt River Project
Salt River Rural Electric Cooperative
C.T. Seaver Trust
Secure Futures, LLC
Shell USA, Inc.
Shell Carson Shell Chemical
Shell Deer Park Singapore Ministry of Education SMECO SMUD
Society of Petroleum Engineers
South Carolina Energy O ce SunTribe Solar Tri-State Generation and Transmission TXU Energy
United Way of Greater Philadelphia and Southern New Jersey Unitil
University of Kentucky University of Louisville University of Maine University of North Carolina University of Rhode Island
University of Tennessee
University of Texas Permian Basin
University of Wisconsin – Platteville
U.S. Department of Energy
U.S. Department of Energy–O ce of Energy E ciency and Renewable Energy
U.S. Department of Energy - Water Power Technologies O ce
U.S. Department of Energy–Wind for Schools
U.S. Energy Information Administration
United States Virgin Islands Energy O ce We Care Solar
