23 minute read
Teacher Guide
Grade Level
Intermediate, grades 6-8 8 Web Resources
The American Clean Power Association
www.cleanpower.org
Coastal Virginia Offshore Wind
www.dominionenergy.com/ projects-and-facilities/windpower-facilities-and-projects/
Bureau of Ocean Energy Management
www.boem.gov
Energy Information Administration
www.eia.gov
EIA Energy Kids
www.eia.gov/kids
U.S. Department of Energy Wind Energy Technologies Office
https://energy.gov/eere/wind/ wind-energy-technologies-office
U.S. Department of Energy WindExchange
https://windexchange.energy.gov
Additional Resources
NEED has several guides and activities that can support and enhance the content covered in this unit. Visit shop.NEED.org for free downloads of the titles below and many more! Intermediate Energy Infobook Intermediate Energy Infobook Activities Energy Games and Icebreakers Energy Live! Wind Curriculum
:Technology Connection
These activities also work nicely with probewear in the technology-savvy classroom. Use Vernier’s Energy Sensors to measure output of turbines, www.vernier.com.
&Background
Energy From Offshore Wind is an inquiry-based unit with Teacher and Student Guides containing comprehensive background information on wind energy, electricity generation, and offshore wind development. Through hands-on inquiry investigations, nonfiction text, and critical thinking activities, students will learn about the physics of wind and how we harness wind’s energy today onshore and offshore. The kit that accompanies this curriculum contains most of the materials necessary to conduct the activities and investigations. Please refer to page 5 of the Teacher Guide for a complete list of materials included in the kit and additional materials needed to conduct the activities.
Time
The sequence of lessons was designed for use in a 45-50 minute class period. In this setting, the unit will take approximately 2-3 weeks, if done in its entirety.
Science Notebooks
Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using them. A rubric to guide assessment of student notebooks can be found on page 20 in the Teacher Guide. In addition to science notebooks, student worksheets have been included in the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to use these instead of science notebooks. Or, as appropriate, you may want to make copies of worksheets and have your students glue or tape the copies into their notebooks.
2Preparation
Become familiar with the Teacher and Student Guides. It is suggested that the teacher conduct the hands-on activities before assigning them to students. Gather the materials needed to conduct the activities. A list of materials by activity can be found on page 5 of the Teacher Guide. Make copies of the student worksheets as needed.
Activity 1: Introduction to Wind
Objective
Students practice making observations using their senses.
Procedure
1. Students should read Introduction to Wind on pages 2-4 in the Student Guide. 2. Take the class outside to make their own wind observations. In their science notebooks, students should use reference objects in the environment to record visual cues in words and/or sketches. 3. Back inside the classroom, have students share their observations with each other and write a paragraph about their observations.
Activity 2: Measuring Wind Speed
Objective
Students will be able to measure wind speed and direction.
Materials FOR EACH STUDENT OR PAIR
5 Snow cone cups 1 Pencil 2 Extra-long straws 1 Straight pin Masking tape Hole punch Marker Stopwatch or timer Scissors Ruler Build an Anemometer worksheet, Student Guide page 19 Materials FOR THE CLASS
Anemometer Wind gauge Wind vane Compass
Procedure
1. Students should review Measuring Wind Direction and Speed on page 5 in the Student Guide. 2. Students will use the Build an Anemometer worksheet for directions to build their anemometers. 3. Teach students how to use their anemometers and other wind measuring tools. Directions for the anemometer are found on page 21 of the Teacher Guide, project as needed. 4. Bring students outside with their anemometers and science notebooks, along with the wind measuring tools included in the kit.
If possible, allow students to spread out to different areas of the campus to record wind speed and direction and the time each measurement is taken. Students should record data and observations in their science notebooks, and compare readings from various tools. 5. Return to class and discuss with students their observations. Were there differences in wind speed around the school grounds? Why might that be? Why might it be important to consider time during measurements?
Activity 3: Wind Can Do Work
Objective
Students will be able to explain and diagram how wind can do work.
Materials FOR EACH STUDENT OR PAIR
1 Large foam cup (approximately 14 cm tall) 1 Extra-long straw* 1 Small straw 1 Binder clip 2-3 Straight pins Ruler Hole punch Marker 50 cm String or thread Paper clips Masking tape Scissors Forms of Energy master, Teacher Guide page 22 4-Blade Windmill Template, Teacher Guide page 23 Wind Can Do Work worksheet, Student Guide page 20 Materials FOR THE CLASS
Fan(s)
*NOTE: The extra-long straw is long enough for two windmills when cut in half.
Procedure
1. Have students read Introduction to Energy on pages 6-7 in the Student Guide. 2. Using the Forms of Energy master, discuss energy transformations with students. 3. Using directions from the Wind Can Do Work worksheet, students should build windmills. 4. Students should diagram their windmill assembly and trace the energy transformations that occur in this system. 5. Encourage students to investigate the question, “What is the maximum amount of paper clips that can be lifted all of the way to the top of the windmill shaft?” Students should record data and observations in their science notebooks.
Extension
Students can redesign the windmill to see if they can produce more work from the system. This can also become a class competition.
Activity 4: Introduction to Electricity
Objective
Students will be able to describe how electricity is produced. Materials FOR ACTIVITY
Poster board Dowels Hubs Glue Masking tape 1 Turbine tower, assembled (see Preparation below) Genecon 1 Bulb (3.8V, 0.3A) in socket with leads 1 Battery (any 1.5-volt AAA, AA, or D) 1 Fan 2 Alligator clips Genecon Activities, page 24 Observing a Genecon worksheet, Student Guide page 21
Materials FOR TURBINE ASSEMBLY
20” Wood towers Tower stand sets (1 locking disc, 3 base legs, 1 leg insert) Turbine nacelle Hex driveshafts Motor mount (2 bolts, 4 wing nuts, 4 nuts, 8 screws, 2 motor mounts (blue), 1 wind turbine motor with wires, 1 hi-torque motor with wires) Turbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool) Turbine Assembly Instructions, Teacher Guide pages 27-28 Benchmark Blade Template, Teacher Guide page 29
2 Preparation
Assemble at least one turbine tower (you will need both for Activity 6) using the Turbine Assembly Instructions and the materials listed above. A Vimeo© video showing assembly instructions can be viewed at https://vimeo.com/114691934 or by visitng www.vernier.com. Using poster board, dowels, hubs, glue, and tape, create your own set of benchmark blades using the blade template. Familiarize yourself with the Genecon. Download a PDF of activities and investigations that further explore the Genecon by visiting www.nadascientific.com/pub/media/PDF/Catalog/N99-B-2637-002_Manual.pdf.
Procedure
1. Have students read Electricity on pages 8-9 in the Student Guide. 2. Demonstrate with the Genecon the difference between a motor and a generator. Use page 24 in the Teacher Guide for more detailed instructions. Students can take notes in their science notebooks or use the Observing a Genecon worksheet. 3. Explain to students that they will be working in teams to design the most efficient turbine blades possible. To do this, they will first investigate isolated variables using “benchmark” blades. It is recommended that all of the students make blades out of poster board before changing the blade materials in the fifth blade investigation. Demonstrate the benchmark blades by showing yours to the students using the turbine tower set-up.
Extension
For additional Genecon activities, please refer to the Genecon booklet, at the web address above.
Activity 5: Wind Blade Investigations
Objective
Students will investigate the effect of blade variables on electrical output and design blades to achieve the optimum electrical output.
Materials FOR INVESTIGATIONS
Dowels Flat balsa sheets Corrugated plastic sheets Visual voltmeter Hubs Blade pitch protractor Sandpaper Materials FOR TURBINE ASSEMBLY
Extra/alternative blade materials Masking tape Multimeters Rulers Fan(s) Glue Scissors Pennies, or other masses Poster board 2 Turbine tower set-ups (assembled) Benchmark Blade Template, Teacher Guide page 29 Blade investigations worksheets, Student Guide pages 24-30
20” Wood towers Tower stand sets (1 locking disc, 3 base legs, 1 leg insert) Turbine nacelle Hex driveshafts Motor mount (2 bolts, 4 wing nuts, 4 nuts, 8 screws, 2 motor mounts (blue), 1 wind turbine motor with wires, 1 hi-torque motor with wires) Turbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool)
2 Preparation
If you haven’t done so already, construct the turbine towers as directed on pages 27-28 of the Teacher Guide, using the materials listed above. BLADE MATERIALS: It is recommended that the benchmark blades be made of poster board or similar, which is not included in the kit. Some balsa and corrugated plastic sheets have been included in your kit, but anything can be used as blade materials. You may want to gather your own materials, or have students bring in different materials, before Blade Investigation #5. Gather remaining materials and set up investigation stations.
Procedure
1. Students should read Offshore Wind and Electricity Generation and Offshore Turbine Technology on pages 10-14 in the Student Guide. 2. Teach students how to use the multimeters and voltmeter to measure electricity. Resources for measuring electricity can be found on pages 25-26 in the Teacher Guide and pages 22-23 in the Student Guide. 3. Divide students into small groups. Each group should be given their own hub and blade materials. 4. Have students complete each blade investigation. The investigations have been designed to build upon each other and should be done in order in a gradual release model. When groups are ready to test their blades they can put their hub onto the tower. Blade Investigation #1—Exploring Blade Pitch (Student Guide, page 24) Blade Investigation #2—Exploring Number of Blades (Student Guide, page 25) Blade Investigation #3—Exploring Surface Area (Student Guide, page 26) Blade Investigation #4—Exploring Mass (Student Guide, page 27) Blade Investigation #5—Designing Optimum Blades (Student Guide, page 28) Blade Investigation #6—Investigating Gear Ratios (Student Guide, page 29) WIND TURBINE MANAGEMENT TIP: NEED’s Energy From Offshore Wind kit has two towers and ten hubs. In your classroom you can set up two testing stations using the towers provided. Each student group should receive their own hub, and they can use this to prepare their blade investigations. When they are ready to test their designs, students can bring their hub over to the tower and connect it to the generator. WARNING: When removing hubs from the generator, students need to be careful not to pull the generator out of the nacelle, so that gears remain connected.
Extensions
Have students investigate what happens to the electrical output when a load and/or resistors are added to the circuit. Explore aerodynamics using airfoil blades and the worksheet on page 30 of the Student Guide.
Activity 6: Offshore Wind Developer Proposal
Objective
Students will be able to describe offshore wind energy. Students will be able to list advantages and disadvantages of offshore wind energy. Students will be able to describe challenges developers face when trying to site an offshore wind farm. Students will be able to identify community stakeholders and their possible opinions on developing offshore wind.
Materials
Colored pencils Highlighters Sticky notes Chart paper or digital chart Internet access (optional) Offshore Wind Turbine Diagram master, page 30 Maps and proposal worksheets, Student Guide pages 31-41
2 Preparation
Prepare copies of the maps and the design worksheet for each student. It will be helpful to copy the maps in color. You may also opt to prepare digital copies that you may link to, for students to view from a tablet or computer screen. Where possible, it may also be helpful to have students use online mapping systems like www.eia.gov, Google Earth, or https://www.northeastoceandata.org/data-explorer/. Prepare copies of the Offshore Wind Development Project worksheets for each student group. Preassign students into groups or “development teams.”
Procedure
1. Ask students to review the student text sections on wind turbines and wind farms as well as considerations for siting. Review the master and make a list of considerations you might think of when building wind turbines offshore. 2. As a class, make a list on chart paper or on the board of all the things wind developers might have to consider or tackle when trying to find and build a site offshore. Keep this list visible for the class as they proceed through the activity. 3. Display each of the maps. Explain to students that they will be comparing and synthesizing the information on each of the maps. Take time to discuss what each map is showing, as needed. 4. Ask the class to individually go through the maps and use highlighters and/or colored pencils to identify possible locations for 3-5 turbines.
Once they have identified locations they will complete the Developer Proposal Worksheet, by marking off two possible GOOD locations in
GREEN with numbers 1 and 2. They will label two possible POOR locations in RED using the numbers 3 and 4. In the bottom half of the page, they will write one sentence describing why they would or would not select this location, using information from their maps. 5. After students have completed their individual work, explain that developers often work as teams to share the workload and cost of getting a large project started. Put students into their new development teams. Explain that each group will have a team meeting, where they will each discuss and propose their two good and two poor locations. Each group should appoint one member to take notes on chart paper as each team member discusses their options. As a group, the team will then debate and pick the best spot from each member’s proposals. The group should mark their location on the Offshore Wind Development Project worksheet with a yellow star and list at least three reasons why this location is the winner on their chart paper. 6. Remind students that the water offshore can be leased like an apartment or car, but consideration must be given to the interests of everyone who lives off of the water, works there, owns property nearby, cares for the local environment, and enjoys recreation there.
Developers need to gather input from these stakeholders so the design of the project will have the fewest impacts that could be of concern. As developers, they must be able to make sure power is produced and money is made, most people are happy, and the environment will not suffer. On the second page of the project worksheet, groups must identify their possible stumbling blocks. First, they must list types of wildlife they might expect to be in the region. Second, they will list four community stakeholders that might have an opinion on the placement of their project. For each community stakeholder, groups must write 1-2 sentences describing the stakeholder’s opinion. 7. Hold a class developer conference. Ask each group to share their top locations. Are there any similarities? Why were some locations selected over others? Are there any spots that should be eliminated? Why? 8. Discuss each groups’ stakeholder opinions. Ask the class how they might decide which stakeholder’s opinion is most important? Ask the class what other maps, data, or information they might have to consider that were not included in the activity?
Extensions
Gather a list of current grid-connected, research, and proposed offshore facilities. Ask students to map these sites and compare them to their proposed projects. Identify any areas that were and were not selected and discuss possible reasoning. Have students research wildlife that live around their proposed sites (birds, bugs, plants, fish, mammals). Have students determine the distance to shore from their proposed sites using proportions and a map scale.
Activity 7: Offshore Wind Turbine Challenge
Objectives
Students will be able to construct a model to represent the structure of a fixed foundation offshore wind turbine. Students will be able to identify the challenges present in constructing offshore wind facilities and transporting the electricity to where it is needed.
Materials
Recycled or found materials such as cardboard, cups, plastic containers, foam, paper, straws, etc. Various adhesives and fasteners Scissors and/or box cutters Construction tools as needed Large tub or aquarium Water Sand Fan Offshore Wind Turbine Design Challenge worksheet, Student Guide pages 42-45
2 Preparation
Gather sample supplies from a recycle bin, garbage receptacle, and/or art supply cabinet. Decide if you wish to provide an array of items for students to choose from, or if you prefer students to mindfully select their own “found” materials once they have had a chance to plan and design. It will likely be helpful to be sure to provide plastic straws or similar to get students in the right frame of mind for the tower. Paper copies of the 4-Blade Windmill Template from Activity 3 might also be useful if you are encouraging the design process to process more quickly. Fill a tub with sand and water and make sure to set up the fan so that air can be directed over the top edge of the container to the models you will test. Make sure the fan is kept at a constant distance and speed while testing. If desired, make your own model to set as a benchmark for students to aim to “beat.” For quick design, a simple plastic pinwheel is a great option with which to begin. Make a copy of the worksheet for each student. If desired, pre-select student groupings.
Procedure
1. Discuss the objective as a class. Allow students to get into groups to discuss their design strategies. If necessary, preview the objective a few days before beginning to allow students to gather supplies from home based on their group’s thoughts. 2. Review the student text on offshore wind and wind development. 3. Review the process of basic engineering and design, if needed. Encourage students to research other offshore wind turbine information. 4. Clarify any design questions students may have based on the design parameters on the student worksheet. You may add additional objectives to increase the difficulty level for students who need more of a challenge. See the additional challenge ideas in the extensions on the next page. 5. Provide students ample time to build and test their structure, evaluate problem areas, and spend time reengineering the model until it meets the design specifications.
6. After completing the activity, debrief with students and discuss what they learned. Let groups share their models and talk about their design and engineering processes they worked through. What did students learn about offshore wind turbines from building their models? How do their findings correlate to the real-world? What types of careers are involved in designing, building, and maintaining these structures?
What additional challenges would they have if they needed to generate and transport electricity from their model to shore? 7. If time allows, ask students to pick an extension challenge from below and describe how they would alter their design to meet the challenge. Provide materials and extra time as allowable.
Extensions
Models must incorporate weightlifting. Each design should lift paper clips a specified number of centimeters. Add more paper clips with each successful trial. Have students calculate the work done by their model. Students should build their models to scale. Students must test and create a planning grid for their turbines so that they can arrange as many in the tub without compromising their ability to generate power from the wind. Incorporate additional challenges to represent different offshore conditions for foundations: deep water, different seafloor geology, heavy waves, etc.
Activity 8: Sound Waves and Whales
& Background
Students will add sound reflecting and/or absorbing materials to the inside of a box, then measure how well it reduces the sound level of a noise producing device. Objectives
Students will be able to describe sea life conservation efforts during offshore wind farm construction. Students will be able to describe how sound waves can be reflected and absorbed to reduce noise. Students will compare their designs to bubble curtains used underwater.
Materials FOR THE CLASS
Bubble wrap Padded packing paper Cotton batting Rulers Scissors Sound level meter Sound maker such as a toy, tone generator app, or digital metronome (constant sounds may work better with the meter) Play money (optional) Materials FOR EACH STUDENT GROUP
Identical cardboard shoe boxes or similar Rolls of tape Sound Waves and Whales student worksheet, Student Guide pages 46-47
2 Preparation
Familiarize yourself with the Teacher and Student Guides. Make one copy of the Sound Waves and Whales worksheet for each student. Procure the materials needed from the list above and set up a construction center for the students. Students may be enlisted to help provide boxes from home. Place your students in groups of three. Decide each group’s budget limit. Gather play money and divide it up for groups to use. (optional)
Procedure
1. Introduce this activity to your students by asking them to share experiences they have had being near a loud construction site. Ask them if they have ever observed an animal reacting to loud noises (a dog when fireworks are going off, for example.) Now, imagine construction going on underwater and machines drilling into the sea floor. Would this sound impact marine life? They may recall times when fish were bothered by tapping on the fish tank or when they had to keep quiet while on a fishing trip. 2. Distribute the worksheets to the students. 3. Review the procedure for the activity with the class, along with any group work and lab safety rules you may have. Discuss how their designs will be tested. 4. Show the class the materials in the construction center. 5. Distribute one box to each group. Make sure students have rulers, scissors, and tape. 6. Instruct the groups to create a preliminary plan and to decide the type and amount of materials they want to work with. Students should complete the cost section of their worksheets. 7. Have a representative from each group go to the construction center to get the materials for which they have budgeted. The teacher should act as the construction center manager to distribute materials to the groups.
NOTE: Having students devise a plan and “budget” for the amount of supplies needed often helps to reduce the “buffet” mentality when students approach the construction center. Consider enacting stricter limits on what students may take if supplies are limited. 8. Give groups a specific amount of time (30 minutes to one hour) to sound-proof their box. 9. When groups are finished, put the sound level meter 12 inches away from the noise generator and have students record the decibel level. Then, they will place the noise generator inside their box and measure the sound level again with the meter outside the box. 10. Instruct students to complete the data and conclusion sections of their worksheets. 11. Encourage students to compare their boxes with other groups. Discuss the effectiveness and the cost of each design. 12. Discuss other materials the groups could have used that might have worked to absorb sound. 13. Ask students to compare this activity to the bubble curtain that will be installed underwater. How is their device similar? How does sound travel differently underwater than in air? Are different creatures affected differently by how sound travels in each medium? Extensions
Have students devise an experiment to amplify the sound instead of reducing it. How does this change the design and materials used? For an added challenge, assign the groups a maximum budget for construction. Have students survey their own homes, school, and community for examples of acoustic engineering. Where are sound waves absorbed in quiet spaces? (Carpeting in library, for example.) Where are sound waves reflected? (Band shell, stage, or music room.)
Activity 9: Offshore Wind Stakeholder Role Play
Objectives
Students will be able to consider multiple points-of-view regarding an issue. Students will be able to cite the major considerations when selecting an area for a floating offshore wind farm.
Materials
Offshore Wind Stakeholder Role Play, pages 48-51
2 Preparation
Make copies of the role play information for each student. Decide which role(s) you will assign and the students to which you will assign them. Decide which roles you will group together as having similar perspectives.
Procedure
1. Introduce the activity and explain that students are to conduct the discussion from the point-of-view of their stakeholder, regardless of whether those perspectives match their own. 2. Provide some quiet, individual work time while students work through the advantages and challenges of an offshore wind farm and develop their individual stakeholder’s point-of-view. 3. Place students in their first stakeholder gathering groups. Allow enough discussion time for each group to have a firm understanding about how their members’ points-of-view support each other. 4. Allow students to mix into their own second stakeholder gathering groups or assign them to groups. Allow them enough time to fill in the information about the other stakeholders in their group. Each group will vote whether to approve the offshore wind development and will elect one representative to present the discussion and decision to the rest of the class. 5. Reconvene as a class and allow students sufficient time to discuss their decisions and come to a consensus as a class as to whether the offshore wind farm will be allowed.
Activity 10: Wind Careers
Objectives
Students will be able to describe careers associated with the wind industry.
Materials
Wind Careers—Personal Profile Page, Student Guide, page 52 Internet access
Procedure
1. Make a copy of the worksheet for each student. 2. Give each student the Wind Careers—Personal Profile Page. Students will fill out the worksheet thinking about their current and future skills, and what interests them. 3. Have students first look at the list of offshore wind careers in the Student Guide. Then have students search the web for open positions.
Students can also search specific wind company and utility websites for jobs. 4. Students should identify several jobs that they might be interested in and briefly list why each job stood out to them while completing their profile sheet. 5. Students should choose one job and write a cover letter or create a short pitch video explaining to the company why they would like the position and why they think the job would be a good fit.
Assessment and Evaluation
Objective
Students will demonstrate their understanding of wind turbines and wind energy. Materials
Copies of the Offshore Wind Energy Assessment for each student, Teacher Guide page 20 Offshore Wind Energy Bingo, Teacher Guide page 31
Procedure
1. Give students the Offshore Wind Energy Assessment. You may also choose to do this at the beginning and end of the unit as a pre/post test. Discuss answers as needed. 2. As a formative assessment tool, play Offshore Wind Energy Bingo with the students. Instructions are found on pages 17-18. 3. Assess student responses and work using the rubrics on page 19. 4. Evaluate the unit using the Evaluation Form on page 35 and return it to NEED. Wind Energy Assessment Answer Key
1) c 2) c 3) b 4) a 5) b 6) a 7) b 8) d 9) d 10) b
Language Arts Extensions
Visit shop.NEED.org to find plays and rock song lyrics relating to wind energy, efficiency and conservation, and renewable energy sources. These are fun reinforcement extensions for your class that also provide an outreach opportunity for your students to perform for and teach students at younger levels. Download each title at shop.NEED.org. Energy on Stage Energy Live!
