Energy from Offshore Wind (Student Guide) by NEED Project

Energy From Offshore Wind

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Student Guide

INTERMEDIATE

Introduction to Wind Wind Wind is moving air. You cannot see air, but it is all around you. You cannot see the wind, but you know it is there.

Annual Average Wind Speed

You hear leaves rustling in the trees. You see clouds moving across the sky. You feel cool breezes on your skin. You witness the destruction caused by strong winds such as tornadoes and hurricanes. Wind has energy. Wind resources can be found across the country. Science and technology are providing more tools to accurately predict when and where the wind will blow. This information is allowing people to use wind on small and large scales. Wind is an increasingly important part of the United States’ energy portfolio.

Offshore Wind Energy Humans have been using wind energy for more than two thousand years. Early windmills were built to control flooding, pump water, grind grain, and power saw mills. Today, wind energy is used to generate electricity using wind turbines. In the United States, we’ve been using modern wind turbines to generate electricity for several decades. Harnessing energy from offshore winds is just beginning.

How Wind is Formed WA

RM A

Wind Formation The energy in wind comes from the sun. When the sun shines, some of its radiant energy (light) reaches the Earth’s surface. The Earth near the Equator receives more of the sun’s energy than the North and South Poles.

CO O L A I

Some parts of the Earth absorb more radiant energy than others. Some parts reflect more of the sun’s rays back into the air. The fraction of light striking a surface that gets reflected is called albedo. Some types of land absorb more radiant energy than others. Dark forests and pavement absorb a good amount of sunlight while light desert sands, glaciers, and water reflect sunlight. Land areas usually absorb more energy that the water in lakes and oceans. When the Earth’s surface absorbs the sun’s energy, it turns the light into heat. This heat on the Earth’s surface warms the air above it.

1. The sun shines on land and water. 2. Land heats up faster than water. 3. Warm air over the land rises. 4. Cool air over the water moves in.

AIR MOLECULES Warm, Less Dense Air

Cool, Dense Air

The air over the Equator gets warmer than the air over the poles. The air over the desert gets warmer than the air in the mountains. The air over land usually gets warmer than the air over water. As air warms, it expands. Its molecules spread farther apart. The warm air is less dense than the air around it and rises into the atmosphere. Cooler, denser air nearby flows in to take its place. This moving air is what we call wind. It is caused by the uneven heating of the Earth’s surface.

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Global Wind Patterns The area near the Earth’s Equator receives the sun’s direct rays. The air over the surface warms and rises. The warmed air moves north and south about 30 degrees latitude, and then begins to cool and sink back to Earth.

Percentage Albedo of Solar Energy Reflected Thin clouds 30% to 50%

Trade Winds

Most of this cooling air moves back toward the Equator. The rest of the air flows toward the North and South Poles. The air streams moving toward the Equator are called trade winds—warm, steady breezes that blow almost all the time. The Coriolis Effect, caused by the rotation of the Earth, makes the trade winds appear to be curving to the west.

Thick clouds 70% to 80%

Snow

Forest

50% to 90%

5% to 15%

Asphalt

5% to 10%

Dark roof

Doldrums

10% to 15%

The trade winds coming from the south and the north meet near the Equator. As the trade winds meet, they turn upward as the air warms, so there are no steady surface winds. This area of calm is called the doldrums.

Light roof 35% to 50%

Prevailing Westerlies

Between 30 and 60 degrees latitude, the air moving toward the poles appears to curve to the east. Because winds are named for the direction from which they blow, these winds are called prevailing westerlies. Prevailing westerlies in the northern hemisphere cause much of the weather across the United States and Canada. This means in the U.S., we can look to the weather west of us to see what our weather will be like in the days ahead.

Water

5% to 80% (varies with sun angle)

The Earth’s surface and objects reflect different amounts of sunlight. This is called albedo.

Global Wind Patterns Warmer air rises

Polar Easterlies

At about 60 degrees latitude in both hemispheres, the prevailing westerlies join with polar easterlies. The polar easterlies form when the air over the poles cools. This cool air sinks and spreads over the surface. As the air flows away from the poles, it curves to the west by the Coriolis Effect. Because these winds begin in the east, they are called polar easterlies.

POLAR EASTERLIES

The large arrows show the PREVAILING WESTERLIES direction of surface wind flow.

The arrows in the cells show the direction of air circulation in the atmosphere.

Cooler air descends

NE TRADE WINDS

Warmer air rises

Jet Streams

EQUATOR - DOLDRUMS

The highest winds are the jet streams. They are formed where the other wind systems meet. The jet streams flow far above the Earth where there is nothing to block their paths. These fast moving “rivers of air” pull air around the planet, from west to east, carrying weather systems with them.

SE TRADE WINDS

Cooler air descends PREVAILING WESTERLIES

These global winds—trade winds, prevailing westerlies, polar easterlies, and the jet streams—flow around the world and cause most of the Earth’s weather patterns.

Jet Streams Polar Jet Subtropical Jet Equator

Subtropical Jet Polar Jet

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Local Winds

MOUNTAINS AND VALLEYS

The wind blows all over the planet, but certain areas have land features that can make the wind blow faster or more frequently or slower and less frequently. Some places have great variation in wind from day to night, while other areas have great seasonal variation from summer to winter. Winds can blow fast and strong across prairies or on mountains or coasts. Local winds can change direction and speed frequently if land surfaces are uneven or if forests or buildings are in their path.

Mountain and Valley Winds

Local winds form when land heats up faster in one place than another. A mountain slope, for example, might warm up faster than the valley below. The warm air is lighter and rises up the slope. Cold air rushes in near the base of the mountain, causing wind to sweep through the valley. This is called a valley wind. At night, the wind can change direction. After the sun sets, the mountain slope cools off quickly. Warm air is pushed out of the way as cool air sinks, causing wind to blow down toward the valley. This is called a mountain wind, or katabatic winds (kat-uh-bat-ik).

Sea Breeze

When katabatic winds blow through narrow valleys between mountains, the speed of the wind increases. This is called the tunnel effect. Katabatic winds sometimes have special names throughout the world. In the United States, there are two—the Chinook is an easterly wind in the Rocky Mountains and the Santa Ana is an easterly wind in southern California.

Sea and Land Breezes

During the day, the sun heats both land and water, but not to the same temperature. It takes more energy to heat water than it does land because they have different properties. When the sun shines, the land heats faster than the water. Land also gives up its heat faster than the water at night when the sun is not shining.

Land Breeze

Since land changes temperature faster than water, during the day the air above land gets warmer than the air above water. The heated air above land rises, creating an area of low pressure. The air above the water is cooler, creating an area of higher pressure. The cooler air over the water moves to the area of low pressure over land. This is called a sea breeze because the breeze is coming from the sea. At night, the land gives up its heat and cools more rapidly than water, which means the sea is now warmer than the shore. The air over the water becomes warmer than the air over the land. The warm, rising sea air creates an area of low pressure, and the cooler air above land creates an area of higher pressure. The air moves from higher to lower pressure, from the land to the water. This breeze is called a land breeze.

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Measuring Wind Direction and Speed Wind speed and direction are very important when considering the location for wind-powered devices like wind turbines.

WIND VANE

ANEMOMETER

Wind Direction

A weather vane, or wind vane, is used to show the direction of the wind. A wind vane points toward the source of the wind. Some locations, such as airports, use windsocks to show the direction in which the wind is blowing at any given moment. Wind direction is reported as the direction from which the wind blows, not the direction toward which the wind moves. A north wind blows from the north toward the south. In some places, wind direction can change at any moment. At other locations, wind direction is very consistent.

Wind Speed

It is important in many cases to know how fast the wind is blowing for electricity generation. Wind speed can be measured using an instrument called a wind gauge, or anemometer. One type of anemometer is a device with three arms that spin on top of a shaft. Each arm has a cup on its end. The cups catch the wind and spin the shaft. The harder the wind blows, the faster the shaft spins. A device inside the anemometer counts the number of spins per minute and converts that figure into miles per hour or meters per second. A display attached to the anemometer shows the speed of the wind.

THE POWER OF WIND

P=½ρAV³

P = power in watts ρ = The air density (1.2kg/m³ @ sea level and 20° C) A = The swept area of the turbine blades (m² square meters) V = wind speed (meters per second)

The potential energy produced from wind is directly proportional to the cube of the wind speed. As a result, increased wind speeds of only a few miles per hour can produce a significantly larger amount of electricity. For instance, a turbine at a site with an average wind speed of 16 mph would produce 50 percent more electricity than at a site with the same turbine and average wind speeds of 14 mph. Choosing where to site a wind farm is an important part of the process.

Meteorological data like wind speed and direction are gathered for a site that might be a good location for a wind turbine. A wind rose is a graphic used in the wind industry as a way to show wind speed and direction data. Historical data is gathered and both wind speed and direction are plotted together using a compass rose with cardinal directions and degree coordinates (north is zero degrees, and south is 180 degrees). The wind rose then uses wedge shapes to showcase the direction from which the wind blows most often. A larger wedge in the graphic depicts the coordinates from which the wind is most often blowing. Colors can also be added to show wind speeds and wind speed ranges. Wind roses are helpful in planning for the construction of turbines. ©2021 The NEED Project

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Introduction to Energy What is Energy?

Kinetic Energy

Wind is an energy source, but what exactly is energy? Energy makes change; it does things for us. We use energy to move cars along the road and boats over the water. We use energy to bake a cake in the oven and keep ice frozen in the freezer. We need energy to light our homes and keep them a comfortable temperature. Energy helps our bodies grow and allows our minds to think. Scientists define energy as the ability to do work.

Radiant energy is electromagnetic energy that travels in transverse waves. Radiant energy includes visible light, x-rays, gamma rays, and radio waves. Light is one type of radiant energy. Solar energy is an example of radiant energy.

Energy is found in different forms such as light, heat, motion, sound, and electricity. There are many forms of energy, but they can all be put into two general categories: potential and kinetic.

Potential Energy

Potential energy is stored energy and the energy of position. There are several forms of potential energy, including: Chemical energy is energy that is stored in the bonds of atoms and molecules that holds these particles together. Biomass, petroleum, natural gas, and propane are examples of stored chemical energy. Nuclear energy is energy stored in the nucleus of an atom. The energy can be released when the nuclei are combined (fusion) or split apart (fission). In both fission and fusion, mass is converted into energy. Elastic energy is energy stored in objects by the application of a force. Compressed springs and stretched rubber bands are examples of elastic energy. Gravitational potential energy is the energy of position or place. A rock resting at the top of a hill contains gravitational potential energy. Hydropower, such as water in a reservoir behind a dam, is an example of gravitational potential energy.

Potential and Kinetic Energy

Kinetic energy is motion—the motion of waves, electrons, atoms, molecules, substances, and objects. There are several forms of kinetic energy, including:

Thermal energy, or heat, is the internal energy in substances— the vibration and movement of atoms and molecules within substances. The faster molecules and atoms vibrate and move within substances, the more energy they possess and the hotter they become. Geothermal energy is an example of thermal energy. Motion energy is the movement of objects and substances from one place to another. Objects and substances move when a force is applied according to Newton’s Laws of Motion. Wind is an example of motion energy. Sound energy is the movement of energy through substances in longitudinal (compression/rarefaction) waves. Sound is produced when a force causes an object or substance to vibrate and the energy is transferred through the substance in a wave. Echoes and music are examples of sound energy. Electrical energy is the movement of electrons. Lightning and electricity are examples of electrical energy.

Conservation of Energy Conservation of energy can mean more than saving energy. The Law of Conservation of Energy says that energy is neither created nor destroyed. When we use energy, it doesn’t disappear. We simply change it from one form of energy into another. A car engine burns gasoline, converting the chemical energy in gasoline into motion energy. Solar cells change radiant energy into electrical energy. Energy changes form, but the total amount of energy in the universe stays the same, or is conserved.

Energy Transformations Potential Energy

Kinetic Energy Chemical

Motion

Chemical

Motion

Radiant

Chemical

Electrical

Thermal

HILL 6

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Energy Efficiency

Sources of Energy

Energy efficiency is the amount of useful energy you get out of a system compared to the energy input. A perfect, energy-efficient machine would change all the energy put in it into useful work— an impossible dream. Converting one form of energy into another form always involves a loss of usable energy, often as waste heat, or thermal energy.

We use many different sources to meet our energy needs every day. They are usually classified into two groups—renewable and nonrenewable.

Most energy transformations are not very efficient. The human body is a good example of this concept. Your body is like a machine, and the fuel for your machine is food. Food gives you the energy to move, breathe, and think. Your body is very inefficient at converting food into useful work. Most energy in your body is released as wasted heat.

Wind is energy in motion—kinetic energy—and it is a renewable energy source. Along with wind, renewable energy sources include biomass, geothermal, hydropower, and solar. They are called renewable sources because they are replenished in a short time. Day after day, the sun shines, the wind blows, and the rivers flow. Renewable sources only make up about 12 percent of the energy consumed in the U.S. We mainly use renewable energy sources to make electricity. In the United States, about 88 percent of our energy comes from nonrenewable sources. Coal, natural gas, petroleum, propane, and uranium are nonrenewable energy sources. They are used to make electricity, heat our homes, move our cars, and manufacture all kinds of products. They are called nonrenewable because their supplies are limited and we use them more quickly than they can be replenished.

U.S. Consumption of Energy by Source, 2020

87.5%

Nonrenewable Sources Renewable Sources 0%

10%

12.4% 20%

30%

40%

50%

60%

70%

80%

90%

100%

PERCENTAGE OF UNITED STATES ENERGY USE

Nonrenewable Energy Sources and Percentage of Total Energy Consumption *Propane consumption is included in petroleum and natural gas figures.

PETROLEUM 34.7% Uses: transportation, manufacturing - Includes propane

NATURAL GAS 34.0% Uses: heating, manufacturing, electricity - Includes propane

COAL

Uses: electricity, manufacturing

9.9%

URANIUM

Uses: electricity

8.9%

PROPANE

1.3%

GEOTHERMAL 0.2%

Uses: heating, manufacturing

Renewable Energy Sources and Percentage of Total Energy Consumption

BIOMASS

4.9%

Uses: heating, electricity, transportation

WIND

Uses: electricity

3.2%

HYDROPOWER 2.8% Uses: electricity

SOLAR

Uses: heating, electricity

Data: Energy Information Administration *Total does not equal 100% due to independent rounding.

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Electricity Electricity is a secondary energy source. We use primary energy sources, including coal, natural gas, petroleum, uranium, solar, wind, biomass, and hydropower, to convert motion energy to electrical energy. In the United States, natural gas generates 40 percent of our electricity. Just over two decades ago, wind contributed less than one-tenth of a percent to U.S. electricity. Wind has grown to become the number four source for electricity generation, and is still on the rise. Today, wind generates 8.4% of U.S. electricity. Most people do not usually think of how electricity is generated. We cannot see electricity like we see the sun. We cannot hold it like we hold a rock. We know when it is working, but it is hard to know exactly what it is. Before we can understand electricity, we need to learn about atoms.

Atoms Everything is made of atoms—every star, every tree, every animal, every person. The air and water are, too. Atoms are the building blocks of the universe. They are very, very tiny particles. Millions of atoms would fit on the head of a pin. One model of an atom looks like the sun with the planets spinning around it. The center is called the nucleus. It is made of tiny protons and neutrons. Electrons move around the nucleus in clouds, or energy levels. Electrons stay in their levels because an electric force holds them there. Protons and electrons are attracted to each other. We say protons have a positive charge (+) and the electrons have a negative charge (-). Opposite charges attract each other.

Electricity is Moving Electrons

The electrons near the nucleus are held tight to the atom. Sometimes, the ones farthest away are not. We can push some of these electrons out of their levels. We can move them. Moving electrons is called electricity.

Atom

19.7%

Uranium Coal

19.3%

Other

0.6%

Petroleum

0.4% 8.4%

Wind Hydropower

NONRENEWABLE

7.1%

Solar

2.3%

Biomass

1.4%

Geothermal

0.4%

RENEWABLE

Data: Energy Information Administration *Total may not equal to 100% due to independent rounding.

Magnets In most objects, all the atoms are in balance. Half of the electrons spin in one direction; half spin in the other direction. They are spaced randomly in the object. Magnets are different. In magnets, the atoms are arranged so that the electrons are not in balance. The electrons do not move from one end to the other to find a balance. This creates a force of energy, called a magnetic field, around a magnet. We call one end of the magnet the north (N) pole and the other end the south (S) pole. The force of the magnetic field flows from the north pole to the south pole.

Turn one magnet around and the north and the south poles attract. The magnets stick to each other with a strong force. Just like protons and electrons, opposites attract.

PROTON

ELECTRON

40.3%

Natural Gas

Have you ever held two magnets close to each other? They do not act like most objects. If you try to push the two north poles together, they repel each other. If you try to push the two south poles together, they repel each other.

Parts of an Atom

NUCLEUS

U.S. Electricity Net Generation, 2020

NEUTRON

Electromagnetism We can use magnets to make electricity. A magnetic field can pull and push electrons to make them move. Some metals, like copper, have electrons that are loosely held. They are easily pushed from their levels. This is the reason copper is often used for wiring.

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Magnetism and electricity are related. Magnets can create electricity and electricity can produce magnetic fields. Every time a magnetic field changes, an electric field is created. Every time an electric field changes, a magnetic field is created. Magnetism and electricity are always linked together; you cannot have one without the other. This phenomenon is called electromagnetism.

Bar Magnet

Generators A generator is a device that transforms kinetic energy—the energy of motion—into electricity. Power plants use generators with magnets and coils of copper wire to produce electricity. Inside a generator is a turbine. A turbine is a machine that uses a flow of energy to turn blades attached to a shaft.

Horseshoe Magnet

There are also magnets and coils of copper wire inside the generator. The magnets and coils can be designed in two ways— the turbine can spin the magnets inside the coils or it can spin coils inside the magnets. Either way, the electrons in the wire are moved by the magnetic field. In the diagram on the right, coils of copper wire are attached to the turbine shaft. The shaft spins the coils of wire inside two large magnets. The magnet on one side has its north pole to the front. The magnet on the other side has its south pole to the front. The magnetic fields around these magnets push and pull the electrons in the copper wire as the wire spins. The electrons in the coil flow into transmission lines. These moving electrons are the electricity that flows to our houses. Power plants use turbine generators to make the electricity we use in our homes and businesses. Power plants use many fuels to spin a turbine. They can burn coal, oil, or natural gas to make steam to spin a turbine. Or, they can split atoms of uranium to heat water into steam to spin a turbine. They can also use the power of rushing water from a dam or the energy in the wind to spin a turbine.

Like Poles Like poles of magnets (N-N or S-S) repel each other.

Opposite Poles

Turbine Generator

Opposite poles of magnets (N-S) attract each other.

TURBINE TURBINE SPINS SHAFT Spinning Coil of Wire

MAGNET

TURBINE GENERATOR

North Pole

South Pole DIRECTION OF ELECTRIC CURRENT TO TRANSMISSION LINES

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Offshore Wind Energy & Electricity Generation The Outer Continental Shelf (OCS) When you think of the United States, you may picture a map outlining the 50 states and their coastlines. However, the United States actually includes a huge area you cannot see, 1.7 billion acres known as the Outer Continental Shelf (OCS). This area lies beneath the oceans off our coasts. We also refer to the land and water off our coasts as being “offshore.” At the edge of the ocean, where waves lap at the shoreline, is the continental shelf. It is a continuation of the North American continent we live on, and this landmass extends from the shore into the ocean as a sloping undersea plain. This undersea world is a fascinating place. The continental shelf can be as narrow as 20 kilometers (12 miles) along the west coast and as wide as 400 kilometers (249 miles) along the northeast coast of the United States. The water on the continental shelf is shallow, rarely exceeding a depth of 150 to 200 meters (490-650 feet). The first three nautical miles offshore belong to the state that it borders. According to the Outer Continental Shelf Lands Act, the Federal Government controls the area beyond that, known as the Outer Continental Shelf, or OCS. The Outer Continental Shelf consists of 1.7 billion acres of submerged lands, subsoil, and seabed in a specified zone up to 200 nautical miles from the U.S. coastline, or even farther if the continental shelf extends beyond 200 nautical miles. The OCS is divided into four regions: the Atlantic Region, the Gulf of Mexico Region, the Pacific Region, and the Alaska Region.

Outer Continental Shelf

PACIFIC OCS

ATLANTIC OCS

GULF OF MEXICO OCS ALASKA OCS

What’s a Nautical Mile? A nautical mile is based on the circumference of the Earth. Visualize this: cut the Earth in half at the Equator, pick up one of the halves, and turn it on its side. The Equator is the edge of the circle. A circle is divided into 360 degrees. Each degree divides into 60 minutes. One nautical mile is one minute of arc on the planet Earth. Every country in the world uses this unit of measurement for travel in the air and on the oceans. We are used to measuring distances in meters and feet. A nautical mile is equal to 1,852 meters, or 1.852 kilometers. In the English measurement system, a nautical mile is equal to 1.1508 miles, or 6,076 feet. At the Equator, the Earth measures 40,075.16 km (or 24,901.55 miles). How many nautical miles is it around the Equator? 0º

Offshore Wind Resources

330º

Air is constantly moving between land formations and water. Because there are no obstacles on the water to block the wind, the wind blows stronger and steadier over water than land. There is a lot of wind energy available offshore, and offshore wind has the potential to power a substantial portion of our nation’s energy needs. Not all of the U.S. coastline is ideal for offshore wind, based on the wind speeds. Offshore wind farms are most often built in the shallow waters off the coast of oceans or major lakes. Offshore turbines produce more electricity than turbines on land, but they cost more to build and operate. In the U.S., wind speeds off the Pacific Coast and surrounding Hawaii are stronger than the Atlantic Coast or the Gulf of Mexico. These waters, however, are too dep to install turbines with foundations that extend to the ocean floor. The Atlantic OCS has shallower waters than those of the Pacific OCS and is most economical for installation at this time, however, engineers are working on innovative foundation structures and floating turbines for use in deeper waters in the future.

PACIFIC OCS

Data: Bureau of Ocean Energy Management (BOEM)

30º 60º

300º

270º

90º

120º

240º 210º 180º

150º 1 nautical mile

Underwater Geology CONTINENTAL SHELF COAST

SHELF BREAK

CONTINENTAL SLOPE CONTINENTAL RISE

ABYSSAL PLAIN OCEAN

Image adapted from Bureau of Ocean Energy Management (BOEM)

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Coastal Virginia Offshore Wind The Atlantic coast of the United States was for a long time listed as off-limits for the development of energy resources, despite several locations being perfect for wind generation. The first developments of offshore wind turbines in U.S. waters had been stalled for many years, with the first offshore turbines finally coming online in 2016 in Rhode Island waters. Virginia’s coastal waters, like New England waters, are excellent for wind development as well. The Coastal Virginia Offshore Wind (CVOW) project has been more than a decade in the making. It is owned by Dominion Energy who has collaborated with a wide array of local organizations, officials, and communities during its development. The U.S. Bureau of Ocean Energy Management (BOEM) first held an auction for the lease of 112,799 acres located on Virginia’s OCS. The lease bid was awarded to the Virginia Electric and Power Company (Dominion) in 2013. Subsequently, Dominion Energy installed the first two utility scale turbines in U.S. Federal waters - only the second offshore wind installation in the U.S. These research turbines came online in October of 2020 and were installed approximately 27 miles off the coast of Virginia Beach. The pair of turbines generates 12 Megawatts (MW) of electricity and has proven this area to be a good fit for a larger wind farm in the Atlantic Ocean. Dominion is working to install a much larger wind farm in the same area. The CVOW project is set to begin construction in 2024, and will include 176 turbines, each standing over 800 feet tall. Once fully completed in 2026, the wind farm is expected to generate over 2,600 MW, enough to power up to 660,000 homes during times of peak demand. Due to the curvature of the Earth, it will be difficult to see the turbines from shore. You will likely need to take a boat out to see them or fly over the area to get an up-close look at them, and they have been planned to minimize impacts on ship traffic, fishing, and whale migration. In order to protect the North Atlantic right whale, foundation installation is limited to only certain times of year when they are not in the area. Additionally, to minimize the impact to sensitive species including the right whale, bubble curtains will be used during turbine installation to form a barrier that will help to block or lessen the sound of this construction activity under water. Observers will also be posted near the construction activities to look for protected species, including whales, in the area. If these species are located within the exclusion zone, work will be stopped, if it is safe to do so, until the area is clear.

The turbines will be arranged in a grid-like pattern, with the turbines far enough away from each other that they can rotate with the wind and not disturb the wind reaching nearby turbines. The CVOW project will require several hundred miles of buried, underwater cables to connect the turbines and deliver electricity to the shore. The project will also have up to three offshore substations that will step up the voltage to deliver the electricity onshore efficiently. The CVOW project’s cables will bring the electricity onshore at the State Military Reservation. From there, transmission lines will then transport the electricity to a switching station at U.S. Naval Air Station Oceana where the transmission lines will transition from underground to overhead and then carry the electricity to Dominion Energy’s Fentress Substation to deliver to customers on the grid. CVOW will help the Commonwealth achieve the goals of the Virginia Clean Economy Act, by shifting away from generation facilities that use combustion and produce carbon dioxide as a by-product. The CVOW project will help Virginia to avoid as much as five million tons of CO2 emissions annually from clean, reliable offshore wind.

CVOW LEASE AREA

Image: Bureau of Ocean Energy Management (BOEM)

From Offshore to Onshore

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Offshore Wind Resource U.S. Offshore U.S. Wind Resources by Depth

RIGHT WHALE MIGRATION

GW by Depth (m) Region

0 - 30

30 - 60

>60

New England

100.2

136.2

250.4

Mid Atlantic

298.1

179.1

S. Atlantic Bight

134.1

48.8

7.7

4.4

10.5

573.0

15.1

21.3

305.3

Great Lakes

176.7

106.4

459.4

Gulf of Mexico

340.3

120.1

133.3

2.3

5.5

629.6

1,071.2

628.0

2,451.1

California Pacific Northwest

Hawaii

Total

Summer/Fall Summer/Fall

92.5

Winter/Spring Spring/Summer

FEEDING GROUNDS

Siting an Offshore Wind Farm Many things need to be considered when choosing a site for offshore wind turbines. A selected area first needs to be studied and surveyed to make sure that the site has adequate wind, water depth, underwater geology, and access to grid connectivity. The site must also be studied extensively to make sure the natural marine ecosystem and the new clean energy development can coexist. The geology of the seafloor is studied prior to installation. Historical weather and storm data has also been studied. Local ship, fishing, and industrial traffic must be considered so that the site does not interfere with industries. It is also important to consider visual impacts. Many offshore wind farm locations are several miles offshore. The distance, along with the curvature of the Earth will make it difficult to see turbines from the coast. The main wildlife concerns related to offshore wind farm siting are for impacts on migratory birds, sea turtles, and marine mammals. Turbine installation is an operation that can create loud noises and movement in the water. This activity can affect marine life by causing animals to become disoriented and change their normal migration path. In a marine environment, noise can travel great distances, and loud noises can be damaging to migration patterns for food and reproduction. Some marine animals, like sea turtles, are given “safe haven” designated areas to live and breed. Knowledge of these areas and animal behaviors is essential to siting a turbine or wind farm.

CALVING GROUNDS Fall/Winter

ATLANTIC OCEAN

The inclusion of calving areas in the habitat protection plan for the North Atlantic right whale has caused federal fisheries managers to study the seismic survey permits more slowly.

In the case of the CVOW project, right whale migration patterns are exceptionally important. Developers will monitor the site with visual and acoustic monitoring to ensure the whales are not in the area or affected during construction. Construction will halt until whales have left the area. Review the map to the right to follow the migration pattern of the right whale.

Map: NOAA

SEA TURTLES

RIGHT WHALES

Source: Wikimedia Commons

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Offshore Turbine Technology Basic Wind Turbine Operation

Direct Drive Turbines

Today, wind is harnessed and converted into electricity using machines called wind turbines. The amount of electricity that a turbine produces depends on its size and the speed of the wind. Most large wind turbines have the same basic parts: blades, a tower, and a nacelle with a generator inside. These parts work together to convert the wind’s kinetic (motion) energy into mechanical energy that generates electricity.

Turbines that utilize gearboxes with high and low-speed shafts work well for capturing the wind in variable speeds. However, many offshore turbines now utilize a different design called a direct drive. In direct drive turbines, the rotor shaft spins the generator directly at the same speed as the blades and does not utilize a gearbox. For offshore settings, direct drive turbines work well because they are more reliable and require less maintenance than the many moving parts in gearbox-driven turbines; maintenance can be much more challenging offshore. Direct drive turbine designs do require a larger generator to produce the power necessary. However, the magnets used and the design of the direct drive turbine’s generator make the direct drive model more efficient. While these generators are often larger than those in a gear-driven model, there is no gearbox, so direct drive turbines are often lighter, too.

2. The rotor is connected to a low-speed shaft. When the rotor spins, the shaft turns. 3. The low-speed shaft is connected to one end of a gear box. Inside the gear box, a large slow-moving gear turns a small gear quickly. 4. The small gear turns another shaft at high speed.

Direct Drive Wind Turbine Diagram

5. The high-speed shaft comes out of the other end of the gear box and is connected to a generator. As the high-speed shaft turns the generator, it produces electricity. This electricity has variable voltage and current.

Bl Blade

6. The electric current is sent through cables down the turbine tower to a transformer that converts the electricity into a fixed voltage that can safely be sent out on transmission lines.

Generator

Rotor Hub

Nacelle Tower

Onshore Wind Turbine Diagram

Low-speed shaft Low-sp Gear box

Nacelle

Bla

High-speed shaft

Tower

Bla de

Turbine Size and Anatomy

Blade

Rotor Hub

1. The moving air pushes the blades and spins the rotor.

Bla

How an onshore turbine works:

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Generator Gene Ge neraato t r

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There are many different sizes of wind turbines with different tower and hub heights, as well as varying blade designs and lengths. Offshore turbines are bigger than those onshore and generate electricity when winds are between 7 and 55 mph (3-25 m/s). Below 7 mph (3 m/s), there is not enough energy in the wind to generate electricity. As the wind speed increases from 7-30 mph (3-13 m/s), the wind turbine generates more electricity. They operate most efficiently, however, when wind speeds fall between 18-31 mph (8-14 m/s). Most large wind turbines produce at their rated power when wind speeds are between 22-55 mph (11-25 m/s), though the wind is rarely this fast, except in extreme storms. When wind speed rises over 55 mph (25 m/s), the wind is so strong, it can damage the turbine. Turbines are designed to shut down in high winds. Offshore turbines installed in global waters today can each generate 2 megawatts (MW) up to as high as 9 MW. These turbine blades and nacelle sit on top of towers taller than 61 meters (200 feet). The rotor and blade diameters on offshore turbines can be 76 meters (250 feet) or more. Future models, like those planned for CVOW, will be even bigger and able to generate 14MW or more. The maximum height of the entire turbine, at the very tips of the top blade, can easily exceed 152 meters (500 feet) or more!

In shallow water four to thirty meters (13-100 feet) deep, a large steel tube called a monopile is used as one type of foundation. A monopile may be six meters (20 feet) across and sometimes might have support post or structures called a jacket, depending on the seafloor structure. The monopile is driven into the seafloor 24 to 30 meters (78-100 feet) and is fixed in one spot. The monopile foundation supports the entire turbine: blades, nacelle and tower. Offshore turbine foundations must be designed to withstand the harsh environment of the ocean, including storm waves, hurricaneforce winds, and even ice flows. In very deep waters, a floating structure may be used instead of a fixed monopile. Turbines are made from a variety of different materials, with each part made of a slightly different material for its role. The towers are most commonly made of steel, while the blades are made of light, but strong, fiberglass-like materials. The turbines and towers are coated with a specialized exterior paint. The upper portion of the tower, nacelle, and blades are most commonly pained a lighter color that helps them blend into the skyline. The lower portion of the tower by the water is often painted a bright color to help passing ships and vessels to see them in the water. Offshore turbines are also fitted with navigation lights and aviation lights to alert passing planes and ships at night.

Modern Offshore Fixed Turbines Empire State Building 1,454 ft Eiffel Tower 1,063 ft Washington Monument 555 ft Average Onshore US turbine 466 ft

Statue of Liberty 305 ft

ONSHORE

Modern Offshore Fixed turbine 853 ft

Block Island Offshore Wind Project 590 ft

OFFSHORE

BUBBLE CURTAIN AND CONSTRUCTION VESSEL

Construction of an Offshore Wind Farm Installing turbines offshore is not a simple task. Once the site is selected and the type of turbine is selected, the turbine parts must be built and shipped to a location near to where they will be installed. Turbine blades, towers, nacelles (and the parts within the nacelle) are often made at a number of different facilities and each is shipped separately by boat, train, or truck to a staging area within the local port. This port and staging area has to have lots of open space and some covered areas to store large components and enable the ships to bring the parts in and out. A special installation ship is used to transport the monopile out to sea. This vessel is equipped with large cranes and legs. The legs are lowered into the ocean until they can stand stably on the sea floor. The ship will then use the crane and drive the monopile deep into the seafloor. Each monopile is made of steel and has a diameter of roughly 30 feet (9 meters) – large enough to drive a car through! The monopile is buried 100 feet (30 meters) into the seafloor to provide a stable foundation. A connecting piece is placed on top to make the base for the tower. The ship will then install an 800-foot tower, nacelle, and blades onto each base. The installation ships can often load several complete turbines on board in less than 24 hours. The installation of a complete turbine can also take less than a day! The CVOW turbines will be installed by a new vessel called the Charybdis. Dominion Energy is leading a partnership to build this vessel in Brownsville, Texas. The ship is estimated to cost $500 million, however, it will be very important to developing offshore wind in the U.S., as the U.S. Merchant Marine Act (Jones Act) of 1920 requires that all goods shipped between U.S. ports are transported by U.S. ships and mariners. For wind turbines to be constructed, transported, and installed in U.S. waters, a U.S. Jones Act-compliant ship will be necessary. In June 2021, two other U.S. wind energy developers, Ørsted and Eversource, reached an agreement to use Charybdis to install two other large-scale offshore wind farms under development in New England.

Image: Dominion Energy

BUBBLE CURTAIN

Image: Wikimedia Commons

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Turbine installation can create loud noises that travel very far underwater and interfere with the activities of sea life like right whales and turtles in the Atlantic Ocean. To protect marine life, bubble curtains can be used during construction to help form a barrier that will help to block or lessen the construction sounds underwater. Air compressors are used to create walls of bubbles. These bubbles reduce sound wave transfer through the water.

The turbines in the CVOW project will be laid out in a grid-like pattern and connected through a series of offshore cables to one of three offshore substations. The cables will lead from the substations onto shore and into the local electrical grid. Once the power reaches the shore, it is directed onto the electrical grid for distribution and use by customers.

UNDERWATER POWER CABLE

Transporting Electricity Electricity generated by offshore wind turbines needs to be transmitted to shore and connected to the power grid. Offshore, each turbine is connected to an electric service platform (ESP) by a power cable. In a large wind farm, the ESP might function as a service facility, with a helicopter landing pad, communications station, crew quarters, and emergency backup equipment. The ESP works as a substation collecting the electricity generated by each turbine. High voltage cables transmit the electricity from the ESP to an onshore substation. Power cables are usually buried beneath the seabed, where they are safer from damage caused by anchors or fishing gear, and to reduce their exposure to the marine environment. The cables and their installation are a major part of the overall cost of building an offshore wind farm. The amount of cable used depends on many factors, including how far offshore the project is located, the spacing between turbines, and maneuvering around obstacles on the ocean floor. Installation must be done carefully to avoid erosion, future movement of the cables, and to avoid reef structures.

Image: Wikimedia Commons

Connectivity Diagram for CVOW

Deciding where to bring power cables on shore is another important part of selecting a wind farm’s location. It wouldn’t make much sense to have a wind farm located in an area where there was no electricity infrastructure onshore or nearby with which to connect. Developers and planners will consider the existing electrical grid in the area, coastal geology, and other land uses for the area where they will bring the electricity onshore.

Virginia Substations Underwater cables Turbines

Transporting Electricity Transmission lines carry electricity long distances

Wind Turbine

Transformer in offshore substation steps up voltage for transmission

Transmission lines carry electricity long distances under water to land

Onshore substation with transformers to adjust voltage for further transmission

Power Tower

Distribution lines carry electricity to houses

Step-down transformer reduces voltage (substation)

Electric Poles

Neighborhood transformer on pole steps down voltage before entering house

*Image not to scale

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Offshore Wind Turbine Diagram

Max Height:

~800ft to 900ft

Swept Area: 1.3 million ft

Blade Rotor Hub Nacelle Blade Length: 354ft

Tower

Rotor Diameter: 728ft

Transition Piece

Tower:

*452ft to 492ft

Service operation vessel

Autonomous Underwater Vehicle (AUV)

Foundation Water Depth: 80ft - 150ft+

Electricity Cables

Generation Capacity: 14MW

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Offshore Wind Careers Ever wonder what career opportunities exist in the world of offshore wind? According to impact studies in Virginia, a wind farm with 176 turbines can create over 1,000 jobs. Offshore wind could provide even more jobs! Offshore wind opportunities are growing quickly for employees with high school diplomas, trade school and college education and can include careers in the office and in the field. The list below relates to opportunities in wind energy related fields. These jobs can exist in public, private, or government sectors .

Phases of Operation

AUTONOMOUS UNDERWATER VEHICLE (AUV)

Research and Development – Analysts, scientists, and engineers will be needed to develop plans to look at the feasibility, environmental impact, and optimization of planned generation capacity. Installation and Testing – Jobs will be created where the turbine components are built. Many of these jobs will be in areas where they have the manufacturing experience to create the components. More jobs will be created in the area or region close to the installation, as the local port will receive, stage, pre-assemble, and load turbine components onto the ship. Mariners and technicians will be called upon to complete phases of marine construction. Port Authority personnel will also help with the construction and provide lay-down areas for the massive components of the turbine. Engineers, technicians, electricians, construction specialists, and testing specialists will work to ensure that the turbines are ready to begin producing power and put it on the grid. Operations and Management – Engineers will be needed to develop, manage, and deliver the resulting power from the wind farm to those who draw power from the grid every day. There will be ongoing jobs for managers, analysts, engineers, technicians, and support personnel of all kinds throughout the life cycle of the project.

Offshore Wind Industry Job Examples Research Scientist - studies and defines the basic science behind our natural systems and provides data to the scientific and technical community Environmental Scientist - studies environmental systems and their interactions often characterizing effects of the built environment on natural systems and animal species Marine Geologist / Geophysicist - studies the geology of our Earth including the makeup of the ocean floor and its component layers Naval Architect - designs marine vessels to particular purposes and to accomplish specific missions Design Engineer - designs major systems and subsystems within any technological machine - ensuring that the component parts work together to handle all loads they encounter and accomplish the design’s overall purpose as efficiently as possible. Marine Engineer - sub-specialty of mechanical engineering that operates in the marine environment, and designs everything from docks to buoys to systems for ships and other vessels ©2021 The NEED Project

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Coastal Engineer - sub-branch of civil engineering that focuses on coastal systems and structures that interact with shorelines and water bodies Mechanical Engineer - engineering field that focuses on mechanical and thermal systems used in technical applications Electrical Engineer – engineering field that focuses on both electrical (power) systems and electronic (control systems) Civil Engineer - engineering field that focuses on the built environment - in buildings, roads, bridges, water, and sewer systems Environmental Engineer - engineering specialty that focuses on the natural environment’s integration with the built environment - often finding innovative ways to accomplish project objectives while addressing problems such as runoff or contamination Wind Turbine Technician - specialized electric and/or mechanical technician who is trained to work on the array of wind turbine systems as well as having specialized safety training that allows them to work at great heights in a safe manner Cable Technician - specialized technician who is responsible for installing and terminating cable systems connecting the turbines to each other and to shore GIS / Mapping Technician - specialized technician who is responsible for providing geographic characterization of the natural environment and precise location of technical systems installed within it Inspection Technician / Drone Pilot/ AUV operator - specialized technician trained to inspect technical systems by operating robotic drone systems with digital video cameras on-board

Vessel Crew/Mariner - Captains, deck hands, and vessel engineers (on larger vessels) execute shipping, construction, and research missions in oceans and rivers Welders - specialized technicians that are trained to join metals through a variety of technologies and sometimes below the surface of bodies of water, can be land-based or a certified, specialized welding diver Diver - professionals who work under water to inspect, document and repair systems Outside Machinist - professional mechanic capable of installing mechanical systems on vessels Fabricator / Shipfitter - specialized technician that prepares and machines large metal parts to assemble Painter / Coatings Specialist - specialized technician that deals with the application of primers, paints and other coating systems to protect system components

SCUBA DIVER

Rigger / Payload Specialist - specialized technician that deals with safely and efficiently moving and securing loads that are in transport or that are being made into larger assemblies during construction Project Manager - Professional manager that oversees the entire project, from beginning to end, including the integration of the component systems Project Analyst - Professional analyst who reports to the Project Manager and prepares detailed analysis and intelligence on specifically assigned parts of the project Administrative Support Staff - office professionals that support and enable to work of the team to proceed.

Image: Wikimedia Commons

WIND TURBINE TECHNICIAN

WELDER

Image: Wikimedia Commons

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Build an Anemometer ? Questions  How can an anemometer be used to calculate wind speed?

½ cm

How can its design be improved to be more reliable for measuring wind speed?

Diagram 1

 Materials 1 Pencil 5 Snow cone cups 2 Extra-long straws Masking tape Hole punch Scissors 1 Straight pin Marker Stopwatch or timer Ruler

Procedure 1. Cut the end off one cup to make a hole large enough for the pencil to fit in. Use the hole punch to make four holes in the top of the cup: two holes opposite each other very near the rim and two holes on opposite sides about a half-centimeter below the first holes, as shown in Diagram 1.

Diagram 2

2. Slide the straws through the holes in the cup, as shown in Diagram 1. 3. Color one cup so that you can count the revolutions of the anemometer.

REVOLUTIONS PER 10 SEC.

4. Use the hole punch to make two opposite holes in the other cups about 1 centimeter from the rim. Slide one cup onto the end of each straw, making sure the cups face in the same direction. Tape the cups to the straws.

2-4 5-7 8-9 10-12 13-15 16-18 19-21 22-23 24-26 27-29 30-32 33-35 36-37 38-40 41-43 44-46 47-49 50-51 52-54 55-57

5. Center the straws in the base cup. Slide the base cup over the pencil as shown in Diagram 2 and push the pin through the middle of both straws and into the pencil eraser as far as you can to anchor the apparatus. Lift the straws slightly away from the eraser on the pin so that the apparatus spins easily. You might need to stretch the pin holes in the straws by pulling gently on the straws while holding the pin in place. 6. Take your anemometer outside and measure the speed of the wind in several areas around the school by counting the number of revolutions in 10 seconds and using the chart to determine miles per hour (mph). Record the time at which each measurement is taken. Compare your results with those of other students in the class.

 Conclusion 1. How did your data compare to that of your class? Why might classmates have differing results? 2. How could you change the design of your anemometer to make it more reliable?

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MPH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Wind Can Do Work ? Question  What is the maximum load that can be lifted all of the way to the top of the windmill shaft?

 Materials 4-Blade Windmill Template 1 Extra-long straw 1 Small straw Masking tape 50 cm String or thread Paper clips Large foam cup

2-3 Straight pins Binder clip Fan Ruler Hole punch Marker Scissors

Procedure 1. Turn the cup upside down. 2. Cut the longer straw so that you have an 8 cm length. Share the other portion with another student or group, or discard it. Tape this straw horizontally to the bottom of the cup (which is now the top) so that there is an equal amount of straw on both ends. Set this aside. 3. Prepare the windmill blades using the 4-Blade Windmill Template. 4. Measure 1.0 cm from the end of the small straw and make a mark. Insert a pin through the small straw at this mark. This is the front of the straw. 5. Slide the small straw through the windmill blades until the back of the blades rest against the pin. Gently slide each blade over the end of the straw. Secure the blades to the straw using tape, or another pin. 6. Insert the small straw into the larger straw on the cup. 7. Tape the string to the end of the small straw. Tie the other end of the string to a paper clip. Make sure you have 30 cm of string from the straw to the top of the paper clip. 8. On the very end of the small straw near where the string is attached, fasten a binder clip in place for balance and to keep the string winding around the straw. 9. Slide the small straw forward to bring the binder clip next to the larger straw. Place a second straight pin through the small straw at the other end of the larger straw. This will keep the blades away from the cup while still allowing them to move and spin. 10. Place your windmill in front of the fan and observe. Record observations in your science notebooks. 11. Investigate: Keep adding paper clips one at a time to determine the maximum load that can be lifted all of the way to the top. Record your data.

 Conclusion Draw a diagram of the system. Label the energy transformations that occurred in order for work to take place.

 Extensions How could you change the design of your windmill to produce more work from the system? What variables can you change in this investigation? Create a new investigation changing one variable at a time.

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Observing a Genecon ? Question  What is the difference between a motor and a generator?

 Observations 1. How does the speed with which the handle turns affect the light?

2. How does reversing the direction you turn the handle affect the light?

3. What happens when the Genecon is connected to a battery?

4. What happens when the Genecon is attached to the model turbine?

5. How does the speed of the fan affect the Genecon?

 Conclusion 1. Define generator and explain how a Genecon is a generator.

2. Define motor and explain how a Genecon is a motor.

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Measuring Electricity Multimeters are tools used to measure electricity. The multimeter allows you to measure current, resistance, and voltage, and displays the reading numerically. When using a multimeter it should be noted that some measurements will never “stay still” at a single repeatable value. This is the nature of the variables being monitored in some circumstances. For example, if you were to measure the resistance between your two hands with the ohmmeter setting on the multimeter (megohm range—millions of ohms), you would find that the values would continuously change. How tightly you squeeze the metal probes and how “wet” or “dry” your skin might be can have a sizable effect on the reading that you obtain. In this situation you need a protocol or standardized method to allow you to record data.

Digital Multimeter

(NOT USED)

Directions DC VOLTAGE 1. Connect RED lead to VΩmA jack and BLACK to COM. 2. Set ROTARY SWITCH to the highest setting on the DC VOLTAGE scale (1000). 3. Connect leads to the device to be tested using the alligator clips provided. 4. Adjust ROTARY SWITCH to lower settings until a satisfactory reading is obtained. 5. With the water turbine, usually the 20 DCV setting provides the best reading.

DC CURRENT MUST INCLUDE A LOAD IN THE CIRCUIT - NOT NECESSARY FOR THESE ACTIVITIES 1. Connect RED lead to VΩmA jack and BLACK to COM. 2. Set ROTARY SWITCH to 10 ADC setting. 3. Connect leads to the device to be tested using the alligator clips provided. Note: The reading indicates DC AMPS; a reading of 0.25 amps equals 250 ma (milliamps). YOUR MULTIMETER MIGHT BE SLIGHTLY DIFFERENT FROM THE ONE SHOWN. BEFORE USING THE MULTIMETER, READ THE OPERATOR’S INSTRUCTION MANUAL INCLUDED IN THE BOX FOR SAFETY INFORMATION AND COMPLETE OPERATING INSTRUCTIONS.

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Basic Measurement Values in Electronics SYMBOL

VALUE

METER

UNIT

Voltage (the force)

Voltmeter

Volt

Current (the flow)

Ammeter

Ampere

Resistance (the anti-flow)

Ohmmeter

Ohm

1 ampere = 1 coulomb/second 1 coulomb = 6.24 x 1018 electrons (about a triple axle dump truck full of sand where one grain of sand is one electron)

Prefixes for Units Smaller

(m)illi x 1/1 000 or 0.001 (µ) micro x 1/1 000 000 or 0.000 001 (n)ano x 1/100 000 000 or 0.000 000 001 (p)ico x 1/1 000 000 000 000 or 0.000 000 000 001

Bigger

(k)ilo x 1,000 (M)ega x 1,000,000 (G)iga x 1,000,000,000

Formulas for Measuring Electricity V=IxR

The formula pie works for any three variable equation. Put your finger on the variable you want to solve for and the operation you need is revealed.

I = V/R R = V/I

Series Resistance (Resistance is additive) RT= R1 + R2 + R3… +Rn

Parallel Resistance (Resistance is reciprocal) 1/RT= 1/R1 + 1/R2+ 1/R3… +1/Rn Note: ALWAYS convert the values you are working with to the “BASE unit.” For example, don’t plug kiloohms (kΩ) into the equation—convert the value to ohms first.

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1. Exploring Blade Pitch ? Question  How does the blade’s pitch (angle) affect the turbine’s electrical output?

 Hypothesis Make a hypothesis to address the question using the following format: “If...then...because...”

Independent Variable:

Blade Pitch

Dependent Variable:

Electrical Output

Controlled Variables:

 Materials Poster board Dowels Scissors Masking tape Hub

Blade pitch protractor Turbine testing station (turbine tower, multimeter, fan) Benchmark Blade Template

Procedure 1. Using the benchmark blade template, make three blades out of poster board. Space them evenly around the hub. 2. Slip the protractor around the dowel. Set the blades to a pitch of 90 degrees. 3. Put your hub on the turbine tower and observe the results. Record the data. 4. Set your blades to a new pitch and test again. This is your second trial. Record your data. 5. Repeat Step 4 at least once more to try to find the pitch that yields the greatest electrical output.

 Data Table PITCH TRIAL 1

ELECTRICAL OUTPUT (VOLTAGE)

90 DEGREES

TRIAL 2 TRIAL 3

 Graph Data The manipulated variable is written on the X axis (horizontal) and the responding variable is written on the Y axis (vertical).

 Conclusion Do you accept or reject your hypothesis? Use results from your data table to support your reasoning. Explain which blade pitch you will proceed with for your next investigations and why. Note: The pitch you found to generate the greatest electrical output will now be a controlled variable. In future explorations you will continue to use this pitch as you investigate.

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2. Exploring Number of Blades ? Question  How do the number of blades on a turbine affect electrical output?

 Hypothesis Make a hypothesis to address the question using the following format: “If...then...because...”

Independent Variable:

Number of Blades

Dependent Variable:

Electrical Output

Controlled Variables:

 Materials Benchmark blades Poster board Dowels Scissors

Masking tape Hub Turbine testing station Blade pitch protractor

Procedure 1. Decide how many blades you will be testing and make enough blades for the maximum number you will be testing. 2. In the data table, put down the greatest electrical output from the blade pitch investigation. 3. Put the number of blades you want to test into the hub. They should have the same pitch as in the previous investigation. 4. Put your hub onto the turbine tower and test the number of blades. Record the results as trial 1. 5. Repeat steps 3-4 at least two more times to try to find the ideal number of blades for the greatest electrical output.

 Data Table NUMBER OF BLADES BENCHMARK

ELECTRICAL OUTPUT (VOLTAGE)

3 BLADES

TRIAL 1 TRIAL 2 TRIAL 3

 Graph Data The manipulated variable is written on the X axis (horizontal) and the responding variable is written on the Y axis (vertical).

 Conclusion Do you accept or reject your hypothesis? Use results from your data table to support your reasoning and explain how many blades are ideal for a turbine. Note: The number of blades with the greatest electrical output should become the benchmark blades for your next investigation.

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3. Exploring Surface Area ? Question  How does the surface area of a turbine blade affect electrical output?

 Hypothesis Make a hypothesis to address the question using the following format: “If... then... because ...”

Independent Variable:

Area of Blades

Dependent Variable:

Electrical Output

Controlled Variables:

 Materials Benchmark blades Poster board Dowels Scissors Masking tape

 Formula Hub Turbine testing station Blade pitch protractor Ruler

Area of a trapezoid = ½(b1 + b2) h h b2

Procedure

1. Calculate the surface area of the benchmark blade. In the data table, record the surface area and the greatest electrical output from your previous investigation of the benchmark blades. The formula for finding the area of a trapezoid is one half the sum of both bases, multiplied by the height or, a=1/2 (b1 + b2) h. 2. Keep the same shape as the benchmark blade, but change the length and/or width. This will change the surface area of the blade. 3. Make your new blades. You should have the same number of blades that you found had the best results in your previous investigation. 4. Find the surface area for each of your new blades. 5. Put your blades into the hub and onto the turbine tower. Test for electrical output and record your data. 6. Repeat steps 2-5 at least two more times to try to find the best surface area for the greatest electrical output.

 Data Table SURFACE AREA

ELECTRICAL OUTPUT (VOLTAGE)

BENCHMARK TRIAL 1 TRIAL 2 TRIAL 3

 Graph Data The manipulated variable is written on the X axis (horizontal) and the responding variable is written on the Y axis (vertical).

 Conclusion Do you accept or reject your hypothesis? Use results from your data table to support your reasoning and explain how surface area affects the electrical output. Why do you think this is? Note: The blades with the surface area that achieved the greatest electrical output should become the benchmark blades used for your next investigation.

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4. Exploring Mass ? Question  How does adding mass to the blades affect the turbine’s electrical output?

 Hypothesis Make a hypothesis to address the questions using the following format: “If...then...because...”

Independent Variable:

Mass of Blades

Dependent Variable:

Electrical Output

Controlled Variables:

 Materials Benchmark blades from previous investigation Pennies (or other mass) Masking tape Turbine testing station Blade pitch protractor

Blade

Procedure

Pennies

1. In the data table, record your results from your previous investigation on the row with zero grams. 2. Tape one penny near the base of each blade, an equal distance from the center of the hub.

Tape

3. Test and record the electrical output. Repeat, adding another penny. If adding mass increases the output, add more pennies one at a time until you determine the ideal mass for the greatest electrical output. 4. Distribute the pennies on the blades at different distances from the hub until you determine the ideal distribution of mass for the greatest electrical output.

Dowel

 Data Table ADDITIONAL MASS BENCHMARK

ELECTRICAL OUTPUT (VOLTAGE)

0 GRAMS

TRIAL 1 TRIAL 2 TRIAL 3

 Graph Data The manipulated variable is written on the X axis (horizontal) and the responding variable is written on the Y axis (vertical).

 Conclusion Do you accept or reject your hypothesis? Use results from your data table to support your reasoning and explain how mass and mass distribution affect the electrical output. Why do you think this is? Note: The blades with the mass that achieved the greatest electrical output should become the benchmark blades for your next investigation. ©2021 The NEED Project

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5. Designing Optimum Blades ! Challenge  The engineers at Wind for Tomorrow Turbine Co. want help to optimize their turbine blades for higher energy output. They are accepting bids from companies to design blades that more effectively convert kinetic energy than their current blade design.

! Explore  Using data from your previous investigations and data from other groups, explore ideas for the best blade design.

Make a Plan In your science notebook, sketch your design, list the materials you will need, and detail the steps you will take to make the blades. Construct blades that will give you the greatest electrical output.

 Data Test and record the electrical output from your new blades. Compare your data to the benchmark blades in Blade Investigation #1 and your blades in Blade Investigation #4.

 Data Table BLADES

ELECTRICAL OUTPUT (VOLTAGE)

ORIGINAL BENCHMARK BLADES INVESTIGATION #4 BENCHMARK BLADES 1ST DESIGN 2ND DESIGN

 Analysis How did the output of your newly designed blades compare to the output of the initial benchmark blades and the #4 benchmark blades? In your science notebook, explain why your blade design is more or less effective than the comparison blades.

New Plan Using your data from the data table above, draw and describe specific changes you will make to your blade design to increase its electrical output and why you will make these changes.

 Redesign Using your changes, alter the design of your blades, test, and record your data.

 Analysis How did the outcome of your re-designed blades compare to the output of the benchmark blades, the #4 benchmark blades, and your first design? Explain your results.

 Report Write a report to the Wind for Tomorrow Turbine Co. detailing your best blade design. Use data to explain why the company should or should not go with your design.

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6. Investigating Gear Ratios ? Question  How do different gear ratios within the gear box affect the electrical output of a turbine?

 Hypothesis Make a hypothesis to address the question using the following format: “If...then...because...”

Independent Variable:

Gear Ratio

Dependent Variable:

Electrical Output

Controlled Variables:

 Materials Multimeter Fan Turbine Gears Optimum blades from the previous investigation Watch with second hand Blade pitch protractor

Procedure 1. In the table below, record your results from the previous investigation, where you used the turbine with the standard gear ratio of 64:8 (64-tooth gear and 8-tooth gear). 2. Configure an alternate gear ratio (for example 32:8) with the turbine, making sure that you minimize all other variables (keep everything else the same). You have the option of three gear ratios (64:8, 32:8, or 16:8 – additional adjustment is required for 16:8 gear ratio). 3. Turn the fan on and record the voltage output every 20 seconds for one minute. Record your results below and find the average. 4. Test different gear ratios to compare their effect on voltage output.

 Data Table 20 SECONDS

40 SECONDS

60 SECONDS

AVERAGE

STANDARD GEAR, BEST RESULTS GEAR RATIO 1 GEAR RATIO 2 GEAR RATIO 3

 Conclusion 1. Were the different gear ratios giving you consistent results? Why or why not? 2. What did you notice about the different gear ratios? 3. What did you notice about rotations per minute?

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Blade Aerodynamics ? Question  How do aerodynamics contribute to a turbine’s efficiency?

 Observations How does the shape of the blade in this demonstration differ from your original benchmark blades?

How many airfoil blades were used to provide the highest electrical output? Compare this to your findings from the previous explorations, and explain any similarity or difference.

How is blade pitch affected when using an airfoil blade? Compare to your findings from previous explorations, and explain any similarity or difference.

Describe how mass and surface area may be affected when using airfoil blades. Cite evidence from previous investigations in your answer.

 Conclusion 1. Would you choose to use an airfoil shape if designing the most efficient blade? Why or why not?

2. Describe what your plan might look like if you were to design the best blades for your classroom turbine.

3. Explain how your classroom turbine might differ from an actual turbine placed at your school or in your community?

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Offshore Wind Developer Proposal ? Question  Where are the best and worst sites for an offshore wind farm?

Procedure PART I Examine and compare each map provided. On the blank map on the following page, label two good and two poor locations for an offshore wind farm of 3-5 turbines. Label two GOOD locations with the numbers 1 and 2. Color or shade these areas GREEN. Also label two POOR locations with the numbers 3 and 4. Color or shade these areas RED. In the space below, write one statement for each site justifying why you would utilize or avoid each location. 1.

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Development Team Members____________________________________________________________________________

Offshore Wind Development Project

Procedure After your development team selects their best location for their proposed wind farm, discuss wildlife and community stakeholder concerns.

List possible wildlife in the area: _____________________________

_____________________________

_________________________

_____________________________

_________________________

_____________________________

_________________________

_____________________________

_________________________

How could building and operating a wind farm affect these species? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________

Community Stakeholders: Community Member

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Description

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Opinions

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Data: Energy Information Administration

0-10

100-1,000 1,000-2,000 2,000+

People/Square Mile 10-100

U.S. Population U.S. Density Population Density, 2019

U.S. Transmission Grid

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*Alaska data omitted by original creator

U.S. Offshore Wind Resources

U.S. Offshore Wind Resources by Depth U.S. Offshore Wind Resource

Gulf of Mexico

Great Lakes

Pacific Northwest

California

S. Atlantic Bight

Mid Atlantic

New England

Region

2.3

340.3

176.7

15.1

4.4

134.1

298.1

100.2

0 - 30

5.5

120.1

106.4

21.3

10.5

48.8

179.1

136.2

30 - 60

629.6

133.3

459.4

305.3

573.0

7.7

92.5

250.4

>60

GW by Depth (m)

Hawaii

2,451.1

1,071.2

628.0

Total

Data: National Renewable Energy Laboratory *Alaska data omitted by original creator

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300-400 400-500 500-600 600-800 800-1600

Fair Good Excellent Outstanding Superb

3 4 5 6 7

Wind Power Class

Wind Power Density at 50m W/m2

U.S. Coastline Risks

Resource Potential

Wind Power Classification

Data: National Renewable Energy Laboratory *Alaska and Hawaii data omitted by original creator

Deep Water

U.S. Coastline Challenges Freshwater Ice

Tropical Storms

Deep Water

U.S. Sea Floor Depth

Seafloor Depth (feet) 0

9,000

20,000

30,000

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Data: Global Fishing Watch

Commercial Fishing Activity

Apparent Fishing Effort

Data: Global Fishing Watch

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Data: Google Earth

Coastal Military Bases

Key Location of military base

Offshore Wind Turbine Design Challenge Objectives Design and build a basic model of a fixed foundation offshore wind turbine. The model can be made out of recycled materials, paper, and found objects. Your model must meet the following design specifications: When placed in a tub of water and sand, the model must stand upright in wind (and waves created by the wind and other disturbances). The design must turn in the wind.

Design Model description:

Team members:

What I know about wind turbines onshore and offshore:

Research citations:

Individual design sketches:

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Team Design Meet as a team and review individual designs for strengths and weaknesses. As a team, decide on the best sketch or develop a sketch that incorporates several strengths from each individual. Sketch the design, make a list of supplies, and test the design. Team design sketch:

Supplies:

Testing Phase Observations and data:

What worked?

What didn’t work?

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Re-engineering the Model As a team, think about your first design and its strengths and weaknesses. Did your model meet any of the required design specifications? Brainstorm solutions as a team and redeisgn and test the model. New design ideas:

Team design sketch:

Supplies:

Re-testing Phase Observations and data:

What worked?

What didn’t work?

What improvements or changes would you consider making to this model if you had additional time and resources?

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 Analsysis and Conclusions 1. What was most challenging about this design challenge?

2. Identify one problem with your design and how it might relate to constructing an offshore turbine.

3. What would you need to do to your model to make it generate electricity?

4. What challenges would engineers face when they are trying to site an offshore wind turbine?

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Sound Waves and Whales  Background When a new offshore wind farm is developed, it is important to all of the stakeholders involved to ensure the safety of marine life. One species that special consideration has been given to is the North Atlantic right whale. This whale is an endangered species that migrates along the Atlantic coast. In order to protect the right whale, foundation installation is limited to only certain times of the year when they are not in the area. If they are seen, construction will stop if safe to do so, until the area is clear. If you have even been near a construction site, you know how loud it can be. Construction sites underwater can have the same unpleasant sounds that could greatly disturb marine life because sound travels through water. In order to reduce the underwater noise, construction sites will use bubble curtains. Multiple air compressors will form two walls of air bubbles which will reduce sound waves in the water and protect marine animals, near and far from the installation.

! Challenge  Your challenge is to design a model that will reduce sound waves similarly to the bubble curtains that are used in underwater construction.

? Question  What materials will most efficiently reduce the sound level?

Procedure 1. Place a device that makes noise 12 inches away from the sound level meter and record the decibel level in your data table. 2. Choose materials that you think will reduce the sound level of the device the best when you put it in the box. Keep track of the cost of your materials. 3. Assemble your box by lining it with the materials you choose. The thickness of the walls cannot exceed 1 cm. 4. Place the noise making divide inside the box and test it again. Remember to keep the sound level meter 12 inches away. Record the decibel level in your data table.

 Data and Costs Amount Total Cost _______ Bubble Wrap

@ $1.00/meter

_______________

_______ Padded Paper

@ $0.50/meter

_______________

_______ Cotton Batting

@ $0.75/meter

_______________

Total Cost for Materials: ________________________

Initial reading: _________________________________ decibels Final reading: __________________________________ decibels Difference in readings: __________________________

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 Conclusion 1. Find the difference between your two readings. Did the decibel level increase or decrease? Were you successful with reducing the sound level?

2. How do you think you could modify your design to decrease the sound level even more?

3. Compare your results to other groups. What about their designs might have produced different results?

 Additional Resources Resources: https://www.clf.org/blog/offshore-wind-right-whales-coexist/ Bubble Curtain: https://dosits.org/galleries/audio-gallery/anthropogenic-sounds/bubble-curtain/ Video Species in the Spotlight: https://www.youtube.com/watch?v=6Pjj094pfCQ

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Offshore Wind Stakeholder Role Play  Introduction The coastal town of “Breezy” is a popular tourist destination, bustling industrial hub, and military home base. Recently, the community has started growing rapidly, and has emphasized clean, renewable energy as it grows. The community needs to explore options for adding electricity generation facilities to support increasing local demand. One of the opportunities being considered is a proposal from a developer to build a new state-of-the art offshore wind farm more than 20 miles off the coast of Breezy. You understand that developing renewable resources is a way to meet the growing electricity needs of your area, but you and your fellow stakeholders are curious about the impacts an offshore wind farm might have on the community. In particular, how might this development affect tourism, fishing resources, a military base in the area, and the surrounding natural environment? You and other stakeholders have been invited to present your perspectives at a public forum. Based on your research, followed by a panel presentation, your stakeholder team will vote on whether to support moving forward with building the floating offshore wind farm.

? Key Questions  Should an offshore wind farm be built off the small coastal town of Breezy? Why or why not? Why consider offshore wind over other energy development projects? What are its unique advantages? What are the benefits and risks of this technology? Is this mainly to replace or expand types of energy production? Both?

Procedure 1. Read the Key Questions above. 2. If you haven’t already, read the informational text about offshore wind. As you read, fill in the graphic organizer on page 49, “Advantages and Disadvantages of Offshore Wind”. Your teacher may provide a list of approved internet resources to use to strengthen your knowledge, if needed. 3. Your teacher will assign you one of the Stakeholder Roles. Use the organizer on the bottom of page 49, “Developing a Position on Offshore Wind,” to articulate your role’s perspective on an installing an offshore wind farm off the coast of Breezy. 4. Form small groups of 2-4 people with stakeholders that have similar perspectives to your own. Your teacher may choose to assign you to these groups. 5. In your first meeting, work with like-minded stakeholders to develop a unified voice or vision for offshore wind in Breezy. Fill in the "First Stakeholder Gathering" chart as you work.

Stakeholder Role Descriptions FISHERMAN There is a deep and long history of fishing off the coast of Breezy. Fishing provides many jobs for local community members and fish for the restaurants in town popular with local community members and visiting tourists from out-of-town. 1. What are the potential impacts on local fish populations? 2. Will offshore wind installation reduce access to fishing areas?

MILITARY BASE OFFICIAL There is an established and active military base located five miles from the town of Breezy. Much of the work and research is focused in the offshore area near the base. Many of the service members live locally in Breezy and frequent the local shops and restaurants. 1. What are the potential security issues that may arise from developing offshore nearby? 2. Will the development impact including military operations and testing?

DEVELOPER As the developer of the wind farm project, you must create a plan that details the advantages of establishing a wind farm in your particular area. You must also be able to answer questions from those groups that might oppose the wind farm. It is important as the developer that you understand the “big picture” of the positive and negative impacts of developing the wind farm. 1. 2. 3. 4.

What are the economic and environmental benefits to the community of developing the wind farm? What are the disadvantages? How will potential risks be minimized? How will the environment be protected during the construction, operation, and maintenance of the wind farm? How will the utility and its customers benefit from the addition of the wind farm? ©2021 The NEED Project

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INVESTOR An investor is someone who uses his/her/their money to finance a project, in order to make money later. A developer has approached you with a proposal to build an offshore wind farm near the coastal town of Breezy. As an investor, you are interested in paying money now to build the wind farm, with the idea that you will earn money later as the wind farm becomes productive. You need to determine the costs, risks, earning potential, and benefits of investing in the wind farm. You have concerns about this offshore wind project. 1. Is the proposed project large enough to be viable and financially successful? 2. How reliable is this technology? What are the risks?

ENVIRONMENTALIST/NATURALIST You are very concerned with protecting the environment. You would like to know how offshore wind energy impacts the environment during the manufacture, installation, maintenance, and removal of the wind turbines. You would like to know how wind turbines might affect birds, animals, and marine life in your area compared to other energy facilities, and have heard in the past of wind turbines having impacts on marine life. You are also concerned about pollution, climate change, and how electricity generation contributes to climate effects. 1. How would the manufacture and installation of offshore wind affect the local environment? a. What impacts might there be to local beaches? b. Are underground power cables safe? c. How would the operation of the wind turbines affect the surrounding environment and the flora and fauna in the area? 2. Would the amount of electricity generated by the wind turbines be enough to offset the “cost” to the environment? a. How does wind electricity generation compare to other options (natural gas, coal, solar) with carbon emissions? b. How much will the development help to reduce or offset carbon emissions?

COUNTY COMMISSIONER / TOWN MAYOR / LOCAL POLITICIAN The County Commission manages the public services of the community and determines how to pay for them. The County Commission is an elected political group and must take into consideration all political sides of the issue (jobs, taxes, revenue, etc.). You must consider the impacts on the community if the wind farm will be developed in the area. 1. 2. 3. 4. 5.

What impacts would the wind farm have on the need to provide local services? What economic impacts would it have on the local community and taxes? What political impact would supporting the wind farm have on your community? Will development have any negative consequences on the local economy, such as on tourism or fishing? Will offshore wind increase energy security and self-sufficiency?

UTILITY COMPANY REPRESENTATIVE / ENERGY INDUSTRY REPRESENTATIVE You are an employee of the local utility company and are responsible for making sure that your utility has the necessary capacity to provide electricity to all of your customers. There is increased demand for electricity in your community, and you know you must secure reliable sources of additional generation in the near future. Development of this energy source provides a great way to diversify energy sources. You would be the main purchaser of electricity from the wind farm. 1. 2. 3. 4. 5.

How much will this help reduce carbon emissions? How expensive would the electricity be from the wind farm? How predictable is the electricity generation from the wind farm? How reliable is the equipment on the wind farm? What happens if one turbine goes down temporarily? Will there be additional costs to the utility company that might be passed along to consumers?

SITE PLANNER / METEOROLOGIST / GEOLOGIST As a site planner and scientist, you are responsible for assessing any natural hazards that could negatively impact the development and operation of the floating offshore wind farm. In particular, you have the background knowledge and expertise in the areas of meteorology and geology needed to understand and address these risks. 1. What are the potential dangers and strategies for addressing the potential risks from hurricanes, strong winds and storms. 2. What strategies are being used to reduce the risks from natural hazards?

TOWN RESIDENT CONSUMER/NEIGHBOR You live near the beach. You have heard that large wind turbines generate a great deal of noise and could be visible or obstruct your view of the coastal scenery and wildlife. You are aware that there have been predictions of blackouts in the near future in your area because of a lack of electricity capacity. You are also wondering how the price of electricity in your area might be affected if a wind farm is installed. 1. 2. 3. 4. 5.

Will there be any visual impacts? Will this help to reduce rolling blackouts? What are the potential impacts on local beaches, wildlife, and the ocean? How would local long-term electricity rates be affected by the development of a wind farm? Will this development be good or bad for the environment?

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Advantages and Disadvantages of Offshore Wind Advantages

Disadvantages

Developing a Position on Offshore Wind Use the table below to record your thoughts and ideas about your stakeholder’s questions, concerns and perspective. Questions – What does your stakeholder care about most?

Perspectives – What perspectives are most important to your stakeholder?

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First Stakeholder Gathering Meet with other stakeholders that are the same as you to discuss your questions, concerns and perspectives and record your ideas in the chart below. Your Stakeholder Group _______________________________________ Notes from your conversation with your same stakeholder team:

Second Stakeholder Gathering Meet with other stakeholders that are different from you to discuss your questions, concerns, and perspectives and record your ideas in the chart below. Stakeholder

Notes

Fisherman Military Base Official Developer Investor Environmentalist/Naturalist County Commissioner Utility Representative Site Planner Town Resident As a group, vote on whether to recommend building the offshore wind farm. Nominate a representative to share your findings and recommendation for the offshore wind farm. Representatives will be the ones to share decisions with the whole class.

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Wind Careers—Personal Profile Page My academic strengths: 1. 2. 3. 4. 5.

My strengths outside of school: 1. 2. 3. 4. 5.

My hobbies and extra-curricular activities: 1. 2. 3. 4. 5.

Additional interests I have: 1. 2. 3. 4. 5.

What jobs in the wind industry might be a good fit for me and why?

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Glossary

absorb

to take in or hold

airfoil

the shape of a blade or wing from a side or cross-sectional view

albedo

the fraction of solar radiation reflected from the Earth back into space; average reflectivity of the Earth’s surface

anemometer

instrument used for measuring wind speed

atom

the most basic unit of matter

attract

to draw in by physical force, causing an object to approach, adhere, unite, or pull

Bernoulli’s Principle

the pressure in a fluid is reduced as the flow speed increases

blade

individual moving component of a turbine that is responsible for transferring energy

Coriolis Effect

the deflection of moving objects due to the rotation of the Earth

direct drive

wind turbine design where the blades spin the generator directly without gears

doldrums

an area of calm where the trade winds converge near the Equator

drag

a mechanical force that acts on a solid object interacting with a fluid, typically slowing down a moving item or system

efficiency

the ratio of energy delivered by a machine to the energy supplied for its operation; often refers to reducing energy consumption by using technologically advanced equipment without affecting the service provided

electric grid

network of power stations, power lines, and transformers used to deliver electricity from generation to consumers

electricity

a form of energy created by the movement of electrons

electromagnetism

the interaction of forces occurring between electrically charged particles that can create an electric field or magnetic field

electron

very tiny, negatively charged subatomic particle that moves around the nucleus of the atom

energy level

area where electrons can be found; describes the probable amount of energy in the atom

gear box

device used in wind turbines to convert the slow rotation of the blades and rotor to a faster rotation in order to produce electricity

gear ratio

relationship between large and small gears in a generator

generator

a device that produces electricity by converting motion energy into electrical energy with spinning coils of wire and magnets

jet stream

a narrow current of air that rapidly moves through the atmosphere and creates boundaries at areas with differences in temperature; caused by Earth’s rotation and solar radiation

katabatic wind

a wind that carries high-density cooler air from higher elevations to lower elevations down a slope, often called a mountain wind or fall wind

land breeze

a wind that blows from land toward the ocean in the evening, caused by different cooling rates of water and land surfaces

lift

a force that is perpendicular to the oncoming flow; allows objects to fly; opposes drag

magnet

material with pairs of non-cancelling, spinning electrons that line up to form a magnetic field; magnetic materials are attracted to each other

magnetic field

the area of force surrounding a magnet

megawatt

standard unit of measurement for bulk electricity in power plants; 1 megawatt (MW) = 1 million watts

monopile

large steel tube driven into the seabed to support the tower of a wind turbine

nacelle

the housing where all of the generating components are found within a turbine

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neutron

subatomic particle with no electric charge, found in the nucleus of the atom

nonrenewable energy sources

sources of energy with limited supply due to their inability to be renewed or produced in a short amount of time

north pole

the end of a magnet that freely points towards the Earth’s north magnetic pole

nucleus

the center of an atom, composed of protons and neutrons and houses the majority of the atom’s mass

pitch

the angle of the blade on a turbine, can be adjusted to reduce drag

polar easterlies

dry, cold winds that begin in the east and flow in a westerly direction away from the poles

prevailing westerlies

winds that blow from west to east and occur in temperate zones of the Earth

proton

subatomic particle with a positive electric charge, found in the nucleus of an atom

radiant energy

energy that travels in electromagnetic waves like light or x-rays

reflect

to cast or bend back from a surface, experienced by radiant energy, thermal energy, and sound energy

renewable energy sources

sources of energy with a more constant supply because they are replenished in a short amount of time

repel

to resist or keep away from

rotor hub

structure connecting the blades of the turbine to the generator shaft

sea breeze

a wind that blows from the ocean to land during the day, caused by different cooling rates of water and land surfaces

secondary energy source often called an energy carrier, secondary energy sources require another source, like coal, to be converted for creation; electricity and hydrogen are examples shaft

a turning or rotating part that connects the turbine to the generator

siting

the process of choosing a location for a wind turbine or farm

south pole

the end of a magnet that freely points towards the Earth’s south magnetic pole

torque

the tendency of a force to rotate an object about its axis or pivot, a twist

tower

structural support of the turbine

trade wind

warm, steady easterly breeze flowing towards the Equator in tropical latitudes

transformer

a device that changes the voltage of electricity

transmission line

power lines that carry electricity at higher voltages long distances

tunnel effect

when air becomes compressed in narrow spaces and its speed increases

turbine

a machine of blades that converts kinetic energy of a moving fluid to mechanical power

valley wind

a wind that blows up the slope of a mountain allowing cooler air to sweep into the valley

watt

a metric unit of power, usually in electric measurements; the rate at which work is done or electricity is used

wind

moving air created by uneven heating of Earth’s surface

wind farm

groups or clusters of wind turbines that produce large amounts of electricity together

wind turbine

a system that converts motion energy from the wind into electrical energy

wind vane

an instrument used to show the direction of the wind

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National Sponsors and Partners Adapt2 Solutions 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 Unified School District Colonial Pipeline ComEd Confluence 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 Council Scale 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 Office 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 Office 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 Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Omaha Public Power District Pacific Gas and Electric Company PECO Peoples Gas

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

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Pepco Performance Services, Inc. Permian Basin Petroleum Museum Phillips 66 PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County Office of Sustainable Energy (MD) Renewable Energy Alaska Project Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency 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 Shell Carson Shell Chemical Shell Deer Park Singapore Ministry of Education SMECO SMUD Society of Petroleum Engineers South Carolina Energy Office 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–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy - Water Power Technologies Office U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office We Care Solar