Teacher Guide

&Background

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.

Concepts

ƒEnergy exists in two basic forms, potential and kinetic, which can be broken into sub-forms. ƒUsing energy results in energy being transformed from one form to another. ƒWe use ten energy sources for our energy needs; five are nonrenewable and five are renewable. ƒWind is a renewable source of energy that can be used to generate electricity. ƒElectricity 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. ƒElectrical 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. ƒA circuit is a pathway for electricity to flow. ƒElectromagnetic induction allows us to increase or decrease voltage in an electricity transmission system. It also allows us to change rotational energy into electricity. ƒElectricity is distributed on a system of transmission lines called the grid. ƒUneven heating of the earth’s surface by the sun causes currents in the atmosphere, creating wind. ƒSeveral principles of physics apply to the way wind moves, including the Bernoulli Effect. ƒStructures built to capture and use the wind’s energy have changed dramatically over time. ƒSelecting the materials used to construct a wind turbine requires assessing the properties of those materials and choosing the one that best fits the application. ƒWind turbines capture the energy of the wind and transfer it to generators which change the energy to electricity. ƒBecause 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.

Grade Level:

ƒSecondary, 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: ƒWear safety glasses when handling magnets. ƒUse caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets. ƒWhen students set the magnets down they should place them far enough away from each other that the magnets won’t snap back together. ƒThe tape should hold the magnets on. If you want something stronger and more permanent you can use hot glue. ƒWhen you are finished with the magnets and ready to store them, put a small piece of cardboard between them. ƒKeep magnets away from your computer screen, cell phone, debit/credit cards, and ID badges. ƒDo not allow the magnets near a person with a pacemaker or similar medical aid. The magnetic field can affect the operation of these devices.

ƒGears can be used to govern the speed of a wind turbine in order to operate the generator at the appropriate frequency. ƒControls are devices that regulate industrial outcomes based on current operating conditions. ƒControl systems are interconnected devices designed to regulate an industrial process. ƒProperly siting a wind farm is an involved process with input from many different people. ƒThe composition and physical properties of soil determine whether a site is suitable for human development. ƒWind turbine installation has impacts on the environment in which it is placed. ƒWorking in the wind energy industry requires specific safety procedures and training. ƒThe wind energy industry employs people from a wide variety of backgrounds and education levels.

2Preparation

ƒRead the Teacher and Student Guides thoroughly and decide how you are going to implement the unit in your classroom. ƒGather materials needed for the hands-on activities using the materials list on pages 5-6. ƒAssemble 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. ƒRead 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.

@Science Notebooks

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.

Activity 1 – Science of Electricity Model

 Objective

ƒStudents will be able to demonstrate and describe how electricity is generated.  ! Caution

ƒThe magnets used in this model are very strong. Refer to page 7 of this guide for more safety information. ƒUse caution with nails and scissors when puncturing the bottle.  Materials

ƒ1 Small bottle ƒ1 Rubber stopper with 1/4” hole ƒ1 Wooden dowel (12” x 1/4”) ƒ4 Strong rectangle magnets ƒ1 Foam tube ƒ1 Small nail ƒ1 Large nail ƒMagnet wire ƒPermanent marker ƒ1 Pair sharp scissors ƒMasking tape ƒFine sandpaper ƒ1 Push pin ƒ1 Multimeter with alligator clips ƒHand operated pencil sharpener ƒRuler ƒUtility knife (optional) ƒStudent Guide, page 34

Procedure

ƒAssemble the model per instructions. ƒDemonstrate the model and ask students to describe how electricity is generated based on what they see. ƒAsk students to complete the worksheet in the student guide. ƒHold a class discussion on how the model could be enhanced or improved.

BOTTLE

10 cm

2Preparing the Bottle

tape DO NOT CUT WIRE BETWEEN COILS

tape

1. If needed, cut the top off of the bottle so you have a smooth edge and your hand can fit tape 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. tape 3. On the exact opposite side of the bottle, measure 10 cm up and mark this location with a 4. permanent marker. Over each mark, poke a hole with a push pin. Do not distort the shape of the bottle as you 10 cm 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.) 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.”

Generator Assembly: Part 1

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).

Rotor Assembly

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).

Diagram 1 Diagram 1

1

N-face

marked-end

Stacked Magnets End View

Diagram 2

3

S -face

marked-end

rotor

marked-end

4

S -face

marked-end 2

N-face

Diagram 3 3

tape sticky side in

marked-end

tape

1marked-end rotor

tape sticky side out

marked-end marked-end

tape

4

WARNING: These magnets are very strong. Use caution when handling. See page 7 for more information.

Generator Assembly: Part 2

BOTTLE

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.

rubber stopper Magnet Assembly

stopper rubber Dowel

Assembly Notes

ƒThe 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. ƒIf 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. ƒThe dowel may be lubricated with lip balm or oil for ease of sliding the stoppers, if necessary. ƒIf 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.

Testing the Science of Electricity Model

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.

Troubleshooting

If you are unable to get a voltage or current reading, double check the following: ƒDid you remove the enamel coating from the ends of the magnet wire? ƒAre the magnets oriented correctly? ƒThe 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. ƒAre you able to spin the dowel freely? Is there too much friction between the dowel and the bottle? ƒIs the rotor spinning freely on the dowel? Adjust the rubber stoppers so there is a tight fit, and the rotor does not spin independently.

Notes

ƒThe 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. ƒThe 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. ƒMore information about measuring electricity can be found in NEED’s Secondary Energy Infobook. You may download this guide from shop.NEED.org.

Activity 2 – Series and Parallel Circuits

&Background

This activity introduces simple, DC circuits in series and parallel, and helps students understand the benefits and drawbacks of each type of circuit.

Objectives

ƒStudents will be able to construct a simple series or parallel circuit. ƒStudents will be able to identify the benefits and drawbacks of series and parallel circuits.

 Materials PER STUDENT OR GROUP ƒ2 D-cell batteries ƒ2 Battery holders ƒ2 Small light bulbs ƒ2 Light bulb holders ƒ2 Switches ƒ7 Alligator clips ƒStudent Guide, pages 35-36

2 Preparation

ƒDecide if you will have the class work on this activity all together, or as a part of a rotation of Activities 1-4. ƒDecide if you will have students work in small groups or individually. ƒGather materials for students.

Procedure

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.

Activity 3 – Series and Parallel Circuits with Breadboards

&Background

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.

Objectives

ƒStudents will be able to construct simple series and parallel circuits with a breadboard. ƒStudents will be able to identify advantages and drawbacks of series and parallel circuits.

 Materials PER STUDENT OR GROUP ƒBreadboard (with or without VCC and GND buses) ƒBattery snap or alligator clips ƒ9V Battery or alternate DC power supply ƒSeveral pieces of # 22 ga. solid hookup wire - red and blue or other colors ƒ8 LEDs ƒ4 Resistors (330 Ohms - 1/4 Watt) ƒMultimeter (optional) ƒSwitches - Push Button Normally Open (PBNO) or other switches (optional) ƒStudent Guide, pages 37-38

2 Preparation

ƒGather all materials for students. Test all batteries and properly discard any dead batteries. ƒIf you are not familiar with breadboards, familiarize yourself with their operation and use. ƒDecide 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.

Procedure

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.

Circuit Wiring

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

 Extensions

ƒMultimeters 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. ƒSafety 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. ƒContinuity 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. ƒKirchhoff'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. ƒWatt’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.

Activity 4: Wind Can Do Work

Objective

ƒStudents will be able to explain how wind can do work.

 Materials FOR EACH STUDENT OR PAIR

ƒ1 Large foam cup approximately 14 cm tall ƒ1 Extra-long straw* ƒ1 Small straw ƒ1 Binder clip ƒ2-3 Straight pins ƒRuler ƒHole punch ƒMarker ƒ50 cm String or thread ƒPaper clips ƒMasking tape ƒScissors ƒ4-Blade Windmill Template, page 28 ƒWind Can Do Work worksheet, Student Guide, page 39  Materials FOR THE CLASS

ƒFan(s)

*Note: The extra-long straw is long enough for two "turbines" when cut in half.

2 Preparation

ƒMake copies of worksheets, as needed. ƒGather supplies for the activity, and assemble stations, if necessary.

Procedure

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.

 Extension

ƒStudents 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.

Activity 5: Average Wind Speed

&Background

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.

Objectives

ƒStudents can use an anemometer as a tool to measure wind speed. ƒStudents can use a meter stick as a tool to measure distance. ƒStudents can collect data and calculate average wind speeds. ƒStudents can plot data on a graph to explore relationships between dependent and independent variables.

 Materials

ƒDigital anemometer ƒWind Can Do Work wind turbine model ƒMeter stick or measuring tape ƒBox fan(s) ƒAverage Wind Speed worksheet, Student Guide, pages 40-42

2 Preparation

ƒTo 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. ƒYou 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.

Procedure

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.

 Extension

ƒConsider having students plot their data using a spreadsheet program.

Activity 6: Wake Effect

&Background

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.

Objectives

ƒStudents can use an anemometer as a tool to measure wind speed. ƒStudents can use a meter stick as a tool to measure distance. ƒStudents can collect data and calculate average wind speeds. ƒStudents can plot data on a graph to explore relationships between dependent and independent variables. ƒStudents can calculate the percent of change between to values.

 Materials

ƒDigital anemometer ƒWind Can Do Work wind turbine model ƒMeter stick or measuring tape ƒBox Fan ƒWake Effect worksheet, Student Guide, pages 43-45

2 Preparation

ƒTo 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. ƒYou 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.

Procedure

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.

 Extension

ƒConsider having students plot their data using a spreadsheet program.

Activity 7: Wind Can Generate Electricity

&Background

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!

Objectives

ƒStudents will be able to develop and use a model to describe how a generator works and list its basic components.  ! Safety Notes

ƒThe magnets in this model are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions: ƒWear safety glasses when handling magnets. ƒUse caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets. ƒWhen students set the magnets down, they should place them far enough away from each other that the magnets won’t snap back together. ƒWhen you are finished with the magnets and ready to store them, put a small piece of cardboard between them. ƒKeep magnets away from your computer screen, cell phone, debit/credit cards, and ID badges, and individuals with medical devices or pacemakers. ƒUse caution with hot glue and glue guns as burns can occur.

 Materials FOR EACH SMALL GROUP

ƒAssembled Wind Can Do Work turbine model (from Activity 4) ƒMagnet wire ƒ2 Rectangle neodymium magnets ƒMultimeter ƒ2 Alligator clips ƒToilet paper roll ƒHot glue gun with glue ƒRuler ƒScissors ƒMasking tape ƒSandpaper or emery board ƒFan ƒWind Can Generate Electricity Templates, page 29 ƒWind Can Generate Electricity, Student Guide, pages 46-47

2 Preparation

ƒPreview the construction video for the activity. Decide if you will share with the class, https://youtu.be/-64paV6ooxY. ƒGather 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. ƒGather 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. ƒDepending 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. ƒPrepare 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. ƒEnsure 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.

Procedure

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.

Activity 8: Exploring Gear Ratios

&Background

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. Objectives

ƒStudents will be able to provide a gear ratio for two simple gears. ƒStudents will be able to calculate a net gear ratio for compound gears. ƒStudents will be able to use a motor to drive gears. ƒStudents will be able to effectively use a variable resistor to adjust a motor to drive gears.  Materials PER STUDENT OR GROUP ƒ1 Hole plate ƒ4 Gears: 1 each of 10, 20, 40, and 50 teeth ƒ1 Dowel rod, 3/8” in diameter by 12 inches long ƒ1 Perpendicular block ƒ1 Permanent marker ƒRuler ƒCutting tool (saw, knife, etc.) ƒ1 DC motor with adaptor pin and mount (optional) ƒ1 Variable resistor (optional) ƒ1 D-cell battery with holder (optional) ƒ3 Alligator clips (optional) ƒExploring Gear Ratios worksheet, Student Guide, pages 48-49

2Preparation

ƒIf 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. ƒUsing the instructions provided in the kit, insert each motor into the adaptor pin provided. The pin allows the motor to engage with the gears. ƒDecide if students will work individually or in groups. ƒGather all materials and make them available to students.

Procedure

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.

Extensions

ƒIssue 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.

Activity 9: Wind Blade Investigations

Objectives

ƒStudents will be able to identify the blade variables that impact the electrical output of a wind turbine.  Materials FOR INVESTIGATIONS

ƒDowels ƒHubs ƒBlade pitch protractor ƒSandpaper or emery board ƒ2 Turbine tower set-ups (see Preparation below) ƒMasking tape ƒMultimeters ƒScissors ƒAlligator clips ƒFan(s) ƒPennies or other masses ƒRulers ƒPoster board ƒGlue ƒBenchmark Blade Template, page 30 ƒBlade investigations worksheets, Student Guide, pages 50-53

 Materials FOR TURBINE ASSEMBLY

ƒ20” Wood towers ƒTower stand sets (1 locking disc, 3 base legs, 1 leg insert) ƒTurbine nacelle ƒHex driveshafts ƒTurbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool) ƒMotor 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)

2 Preparation

ƒIf 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. ƒBLADE MATERIALS—It is recommended that the benchmark blades be made of poster board or similar material, which is not included in the kit. ƒGather remaining materials and set up blade investigation stations. ƒMake copies of worksheets, as needed.

Procedure

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. ƒBlade Investigation #1 – Exploring Blade Pitch, Student Guide page 50 ƒBlade Investigation #2 – Exploring Number of Blades, Student Guide page 51 ƒBlade Investigation #3 – Exploring Surface Area, Student Guide page 52 ƒBlade 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.

Activity 10: Turbine Tower Lift Mechanism

&Background

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.

Objectives

ƒStudents will be able to assemble a simple tower-lifting mechanism and connect the electrical components. ƒStudents will be able to explain the controls involved in a tower-lifting mechanism. ƒStudents will be able to successfully assemble a tower-lifting system and raise a model turbine tower.

 Materials PER STUDENT OR GROUP

ƒWorm gear drive ƒ1/16” dia. x 14” Stiff steel wire, such as coat hanger wire, to serve as the tower ƒBase - ¾” x 3 ½” x 16” - wood or plywood ƒHinge 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) ƒMasking tape ƒString - light duty such as woven string line for construction ƒZip ties - 6” - to tie down worm gear drive to base ƒSmall #2 wood screw ƒ3 Alligator clips or electrical tape ƒ3 AA, C, or D batteries connected in series, or a 4.5 V bench power supply ƒSwitch ƒStopwatch or timer ƒProtractor ƒTurbine Tower Lift Mechanism worksheet, Student Guide, pages 54-56

 Materials FOR ENTIRE CLASS TO SHARE

ƒ#2 Screwdriver ƒ3/32” dia. Drill bit ƒDrill

2 Preparation

ƒGather 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. ƒPreview the procedure, running through it yourself if desired, so you are prepared to troubleshoot any problems your students encounter.

Procedure

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.

Extensions

Lift Mechanism Control Circuit - Breadboard version of 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:

ƒBreadboard / Modular Circuit Board ƒAny NO (normally open) switch such as the PBNO shown ƒ4.5V (3) AA, C or D-cells / Holder or other DC power supply (shown with external power supply - offscreen) ƒBattery holder or tape batteries together or utilize DC bench power supply ƒSolid 22 gauge hook-up wire to insert in breadboard / solder to components OR hookup wires with alligator clips may be substituted ƒWorm 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.)

Activity 11: Testing Soil for Wind Turbine Foundations

&Background

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.

Objectives

ƒStudents will be able to recognize the differences among sand, silt, and clay. ƒStudents will be able to accurately measure layer depths. ƒStudents will be able to calculate proportions from measured layer depths of a soil sample.

 Materials PER STUDENT GROUP

ƒ1-quart glass jar with lid ƒMasking tape ƒRuler ƒStudent Guide, pages 57-58

2 Preparation

 Materials FOR THE CLASS TO SHARE

ƒShovel ƒ5-gallon bucket ƒSmall scoop, trowel, or large spoon ƒSoil sample(s) or site(s) to dig ƒPaper towels, broom, dustpan, etc. for cleanup

ƒDecide if you will have students dig and prepare the soil sample from your school grounds, or if you will provide soil samples. ƒIf 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. ƒGather 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. ƒDetermine a place for student samples to sit while they settle. A place without direct sunlight is best, if possible.

Procedure

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.

Extensions

ƒContact 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. ƒContact 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.

Activity 12: Wind Energy Careers Guess Who?

&Background

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.

Objective

ƒStudents will be able to describe possible careers available within the energy industry.

 Materials

ƒCardstock, 3 colors ƒManilla folder (legal size if available) ƒWind Energy At-A-Glance sheet, page 33 ƒWind Energy Guess Who Cards, page 34

2 Preparation

ƒPrepare 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. ƒGather 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. ƒPrepare a copy of the at-a-glance sheet for each student.

Procedure

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.

Extensions

ƒ Have students create their own cards and at-a-glance sheets for their favorite career. Create a much larger game from this class set. ƒ Ask students to brainstorm how they might digitize this game or make it more interesting.

Activity 12: Career Talk

&Background

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.

Objective

ƒStudents will learn about one or more wind energy careers. ƒStudents will successfully present information about a wind energy career to their peers.

 Materials

ƒComputer for research ƒPlatform to create presentation (such as Google Slides, Prezi, Flipgrid, etc.) ƒIdentify Your Skills sheet, page 35 ƒStudent Guide, pages 26-30

2 Preparation

ƒCopy Identify Your Skills sheets for each student. ƒHave 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.

Procedure

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

Activity 13: Safety in the Round

&Background

Safety in the Round is a quick, entertaining game to introduce or reinforce information about safety, safety equipment, and first aid.

Objective

ƒStudents will learn about one or more wind energy careers. ƒStudents will successfully present information about a wind energy career to their peers.

 Materials

ƒCardstock

2 Preparation

ƒCopy one set of the Safety in the Round cards on pages 36-37 on card stock and cut into individual cards. ƒCopy 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.

Procedure

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: ƒRead 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 _____.” ƒThat 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.

Alternative Procedure

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.

Extensions

“In the Rounds” are available on several different topics. Check out these guides for more, fun “In the Round” examples! ƒHydrogen in the Round—H2 Educate ƒOil and Natural Gas Industry in the Round—Fossil Fuels to Products, Exploring Oil and Natural Gas ƒConservation in the Round—School Energy Experts, School Energy Managers ƒForms of Energy in the Round—Science of Energy guides ƒUranium in the Round—Nuclear guides ƒSolar Energy in the Round—Energy From the Sun ƒTransportation Fuels in the Round—Transportation guides

Optional Activity: Model Generating Wind Farm

&Background

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.

 Objectives

ƒStudents will be able to successfully construct several nearly identical model wind turbines and electrify them. ƒStudents will be able to successfully connect several model wind turbines to power a device. ƒStudents will be able to properly position several connected model wind turbines to maximize combined power output.  Materials

ƒPVC and PVC connectors for building at least 6 turbine towers (see instructions on page 38) ƒAt least 6 identical DC motors; more may be needed depending on the size of motor you use ƒSeveral pair alligator clips ƒLEDs or other low-load device to power ƒAt least 2 fans ƒHot glue, tape, and other adhesive materials for building blades and attaching them to the motor ƒWood, medium-density fiberboard, or other materials needed for building blades and attaching them to motors

2Preparation

ƒGather materials your students will use for the project. ƒBuild a prototype for your own reference or that students may use as a starting point.

Procedure

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.

Extension

ƒThis 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/ .