Exploring Offshore Wind Energy (Teacher Guide) by NEED Project

Exploring Offshore Wind Energy Teacher Guide

Hands-on, critical thinking activities that help secondary students to develop a comprehensive understanding of the scientific, economic, environmental, technological, and societal aspects of wind energy and offshore wind development.

Pri Ele

Int

Grade Level:

Sec

Secondary

Subject Areas: Science

Social Studies

Math

Technology

Engineering

Careers

-20

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board Constance Beatty Kankakee, IL

Leslie Lively Porters Falls, WV

La’Shree Branch Highland, IN

Melissa McDonald Gaithersburg, MD

Jim M. Brown Saratoga Springs, NY

Paula Miller Philadelphia, PA

Mark Case Randleman, NC

Hallie Mills St. Peters, MO

Lisa Cephas Philadelphia, PA

Jennifer Mitchell Winterbottom Pottstown, PA

Nina Corley Galveston, TX Samantha Danielli Vienna, VA Shannon Donovan Greene, RI Michelle Garlick Long Grove, IL Michelle Gay Daphne, AL Nancy Gifford Harwich, MA Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL DaNel Hogan Tucson, AZ Greg Holman Paradise, CA Barbara Lazar Albuquerque, NM Robert Lazar Albuquerque, NM

Monette Mottenon Montgomery, AL Mollie Mukhamedov Port St. Lucie, FL Cori Nelson Winfield, IL

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Teacher Advisory Board In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Libby Robertson Chicago, IL Amy Schott Raleigh, NC Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

Exploring Offshore Wind Energy Table of Contents Standards Correlation Information

Materials 5 Exploring Offshore Wind Energy was developed by The NEED Project in partnership with The Dominion Energy Charitable Foundation.

Exploring Offshore Wind Energy Kit 2 Sets of alligator Clips 1 Anemometer 1 Wind vane 30 Binder clips 1 Compass 1 Roll masking tape 2 Multimeters 30 Pencils 75 Snow cone cups 1 Box straight pins 100 Extra-long straws 30 Small straws 2 Rolls magnet wire 30 Button batteries 1 Roll conductive copper tape 1 Pack LEDs Digital anemometer 20 Milkshake straws 12 Neodymium magnets 1 Teacher guide and 1 Student Guide

KidWind™ Kit Materials Blade materials sheets (balsa and corrugated plastic sheets) 150 Dowels 10 Airfoil blades 10 Hubs 2 Tower and base setups 2 Geared nacelles 1 Power output pack 2 Gear sets 1 Sandpaper sheet 1 Multimeter Blade pitch protractor

Teacher Guide

Offshore Wind Bingo Instructions

Rubrics for Assesment

Offshore Wind Energy Assessment

Digital Anemometer Master

Forms of Energy Master

4-Blade Windmill Template

Sidekick Circuit Templates

Wind Can Generate Electricty Templates

Offshore Wind Turbine Diagram Master

Baseload Balance Student Information

Load and Generation Parameters

Hang Tag Template

Incident Cards

Cheat Sheet

Measuring Electricity Master

Basic Measurement Values in Electronics Master

Turbine Assembly Instructions

Benchmark Blade Template

Monopile Template

Offshore Wind Bingo

Applicable SOLs for Activities

Evaluation Form

NEED gratefully acknowledges the following Teacher Advisory Board members for their work on the Offshore Wind Curriculum:

La’Shree Branch Samantha Danielli Shannon Donovan Nancy Gifford

Exploring Offshore Wind Teacher Guide

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Robert Griegoliet Cori Nelson Tom Spencer

Standards Correlation Information www.NEED.org/educators/curriculum-correlations/

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

Exploring Offshore Wind Teacher Guide

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Exploring Offshore Wind Energy Materials ACTIVITY

MATERIALS IN KIT

ADDITIONAL MATERIALS NEEDED

Measuring Wind Speed

Pencils Snow cone cups Extra-long straws Straight pins

Wind Can Do Work

Extra-long straws Small straws Binder clips Straight pins Masking tape

Large foam cups (approximately 14 cm tall) Rulers Hole punches Markers String or thread Paper clips Fan(s) Scissors

Wind Can Do Work Power Up Challenge

Materials from assembled Wind Can Do Work model

Stopwatch or timer Construction and craft tools Art supplies and “found” materials Paper clips Fan

Sidekick Circuits

Copper conductive tape Mini LED bulbs Button batteries Binder clips

Scissors Art supplies Cardstock (optional)

Wind Can Generate Electricity

Materials from assembled Wind Can Do Work model Magnet wire Neodymium magnets Multimeters Alligator clips Masking tape

Hot glue guns/glue sticks Ruler Scissors Sandpaper or emery board Toilet paper rolls Fan

Masking tape Anemometers (digital, analog) Wind vane Compass

Baseload Balance

Hole punches Markers Scissors Timers or stopwatches Rulers

Tape Scissors String Colored paper Rope Marker boards Dry-erase markers Erasers

*See pages 49-50 for turbine tower assembly instructions. NOTE: You can build your own turbine towers using PVC pipe. For directions, visit www.energy.gov/eere/education/dowloads/building-basic-pvc-wind-turbine. ©2021 The NEED Project

Exploring Offshore Wind Teacher Guide

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Wind Blade Investigations

Dowels Hubs Blade pitch protractors Sandpaper or emery board Multimeters

Blade Aerodynamics

Turbine tower set-ups (assembled)* Hub Dowels Airfoil blades Blade pitch protractor Multimeter Alligator clips Masking tape

Glue Fan

Blade Design Challenge

Dowels Blade materials (flat balsa sheets, corrugated plastic sheets) Hubs Masking tape Multimeters Alligator clips Turbine tower set-ups (assembled)* Sandpaper or emery board Blade pitch protractor

Alternative blade materials Glue Scissors Fan(s) Rulers Stopwatches or timers

Offshore Wind Turbine Test

Materials from assembled Wind Can Generate Electricity model Milkshake straws Multimeters Alligator clips Masking tape

Cardboard scraps Scissors Hot glue guns/glue sticks Empty soda or water bottles Sand Water Ruler Fan

Alligator clips Masking tape Turbine tower set-ups (assembled)*

Scissors Fan(s) Pennies or other masses Rulers Poster board or similar Glue

Exploring Offshore Wind Energy Teacher Guide

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Teacher Guide Grade Level

&Background

Secondary, grades 9-12

Exploring Offshore Wind Energy is an inquiry-based unit with Teacher and Student Guides containing comprehensive background information on wind energy and electricity generation as it relates to offshore development. This unit was created in partnership with the Dominion Energy Charitable Foundation. 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 both offshore and onshore. The kit that accompanies this curriculum contains most of the materials necessary to conduct the activities and investigations. Please refer to pages 5-6 of the Teacher Guide for a complete list of materials included in the kit and additional materials needed to conduct the activities.

8 Web Resources

Time The sequence of lessons was designed for use in a 45-minute class period. In this setting, the unit will take approximately 2-3 weeks, if done in its entirety.

Science Notebooks

American Clean Power Association www.cleanpower.org

Bureau of Ocean Energy Management www.boem.gov

Coastal Virginia Offshore Wind Project www.dominionenergy.com/ projects-and-facilities/windpower-facilities-and-projects/

Energy Information Administration www.eia.gov

Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 25 in the Teacher Guide. In addition to science notebooks, student worksheets have been included in the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to use these worksheets instead of science notebooks. Or, as appropriate, you may want to make copies of worksheets and have your students glue or tape the copies into their notebooks. The rubric can also be used to evaluate student work in this format.

Activity 1: Introduction to Wind

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

 Objective

 Additional Resources

Students practice making observations.

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!

Procedure 1. If you wish, have students complete the Offshore Wind Assessment (page 26 of the Teacher Guide) as a pre-test. 2. As an introductory activity or an alternative to the assessment, have students play Offshore Wind Bingo. Instructions for the game are found on pages 23-24, and student bingo sheets can be found on page 53. 3. Have students read “Introduction to Wind and Energy” on pages 2-3 in the Student Guide. 4. Take the class outside or show a video of a windy day. Allow the class to make their own wind observations. In science notebooks, students should use objects in the environment to record visual cues in words and/or sketches. 5. Back inside the classroom, have students share their observations with each other and write a paragraph about their observations.

Exploring Offshore Wind Energy Teacher Guide

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Secondary Energy Infobook Secondary Energy Infobook Activities Energy Games and Icebreakers Energy Live! Wind Curriculum

: Technology Connection Several of these activities work nicely with probewear in the technology-savvy classroom. Use Vernier’s Energy Sensors to measure output of turbines. www.vernier.com.

Activity 2: Measuring Wind Speed  Objectives Students will be able to measure wind direction and speed. Students will be able to explain wind speed’s relation and importance when generating electricity from wind.

 Materials FOR EACH STUDENT OR PAIR

 Materials FOR THE CLASS

5 Snow cone cups 1 Pencil 2 Extra-long straws 1 Straight pin Masking tape Hole punch Marker Timer or stopwatch Scissors Ruler Build an Anemometer worksheet, Student Guide page 26 Digital Anemometer master, page 27

Digital anemometer Analog anemometer Wind vane Compass

2 Preparation Make copies of worksheet, as needed. Gather supplies for the activity, and assemble stations, if necessary.

Procedure 1. Students should review “Wind Formation and Prime Locations” and “Physics of Wind” on pages 4-8 in the Student Guide. 2. Students will build an anemometer using the directions on the Build an Anemometer worksheet. 3. Teach students how to use their anemometers and other wind measuring tools. Directions for the Digital Anemometer can be found on page 27. 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 it was recorded. Students should record data and observations in their science notebooks, and compare their handmade tools to the digital and analog anemometers. Have one memeber of the class use the wind vane to determine wind direction. 5. Return to class and lead a discussion about class observations. Were there differences in wind speed around the school grounds? Why might that be? Were there any discrepancies in measured wind speed from different anemometers? Why might this be? Ask students why recording the time is important.

Exploring Offshore Wind Teacher Guide

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Activity 3: Wind Can Do Work  Objective Students will be able to explain how wind can do work.

 Materials FOR EACH STUDENT OR PAIR

 Materials FOR THE CLASS

1 Large foam cup approximately 14 cm tall 1 Extra-long straw* 1 Small stirrer 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 28 4-Blade Windmill Template, Teacher Guide page 29 Wind Can Do Work worksheet, Student Guide page 27

Fan(s) *Note: The extra-long straw is long enough for two windmills when cut in half.

2 Preparation Make copies of worksheets, as needed. Gather supplies for the activity, and assemble stations, if necessary.

Procedure 1. Have students review “Introduction to Wind and Energy” on pages 2-3 and “Physics of Wind” on pages 7-8 in the Student Guide, if necessary. 2. Using the Forms of Energy master, discuss energy transformations with students. 3. Students should build windmills using the directions from the Wind Can Do Work worksheet. 4. Students should diagram their windmill assembly and trace the energy transformations that occur in this system in their science notebooks. 5. Encourage students to investigate the question, “What is the maximum load 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. 6. Instruct students to keep their models in a safe place as it will be used for a future activity.

 Extension Students can redesign the windmill to see if they can produce more work from the system. Students can also think of their own question and design their own investigation based on the system.

Exploring Offshore Wind Teacher Guide

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Activity 4: Wind Can Do Work Power Up! Challenge & Background Energy is required to do work – which is defined as applying a force over a certain distance. However, what really comes into play in terms of electricity use as well as in practical terms, is power. How quickly work is done, or the rate at which work is done and energy used, is power. In Wind Can Do Work, students demonstrated that wind can be used to do work. But how well did their model turbines do that work? Can they improve the power of their machines? There are two ways they can improve the power of their model turbines. The first is to lift the same number of paperclips, but to do it faster. The second is to lift more paper clips in the same amount of time. Both will increase the power of their models. This activity will build on the previous wind activity in this suite. Direct students to observe their models at work and identify any potential areas that could be improved to increase the power. Encourage them to think about how they could redesign or modify those parts using recycled or reclaimed materials from the classroom or that they bring in from home. Expect a wide variety of design ideas, a lot of trialand-error, a certain amount of mess, and your students to potentially become obsessed with creating the optimum turbines. Students may want to work outside of class time, so be prepared to handle that request and decide how you will accommodate additional time. If time is short you may have them discuss and create a plan for redesign without actual construction. NOTE: Students should create a NEW model, keeping their original Wind Can Do Work model intact for future activities.

 Objective Students will redesign their model wind turbines to increase their power.

 Materials Wind turbine models from Wind Can Do Work (Activity 3) Stopwatches or timers Construction and craft tools Paper clips Additional materials such as poster board, corrugated cardboard, dowels, tape, glue, old CD’s, etc., that students can use to improve the power of their model turbines Wind Can Do Work Power Up! Challenge worksheet, Student Guide pages 28-29

2 Preparation Gather potential materials for your students to use to re-design and rebuild their turbines, and any additional tools and supplies they might need, suchas utility knives, scissors, glue guns, pliers, etc. Print one copy of the student activity page for each student. Decide if you want students to work individually or in small groups, and assign to groups if appropriate. Record the mass of one paper clip being used for the activity so students can calculate the weight of all paper clips being lifted.

Procedure 1. Introduce (or re-introduce) the concepts of work and power and read pages 16-17 in the Student Guide. Explain how they are applicable in the wind turbine model. 2. Lead students through calculating the work done and power used by their original model turbines. 3. Allow students time to observe their turbines to determine which area(s) of construction they want to redesign to increase the powerof their machines. Note: Explain that students must redesign, re-create, and conduct all modifications and further redesigns on a NEW model. The original Wind Can Do Work model will need to remain as-is for use in future activities. 4. Review scientific methodology with students, and reiterate that changing one aspect at a time will give them the best idea of how their machines work and how they can increase the power. 5. Remind students that testing and redesign are a normal part of any design challenge, and they shouldn’t give up after one modification if it does not produce the desired effect.

Exploring Offshore Wind Teacher Guide

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6. Allow ample time for students to go through several modification and test cycles and reach their power goals. 7. When students have reached their goals, or the allotted time is up, regroup the students to discuss their modifications and results.

 Extensions Have your students develop a consensus design based on all the ideas and results the individuals or small groups got. Have them build the design and test it. Move your students to larger, sturdier materials and determine the power of those turbines. This activity lends itself nicely to relating rotational motion to linear motion and provides an opportunity to explore rotational speed, torque, and rotational momentum if you so desire.

Activity 5: Sidekick Circuits & Background Electricity travels in loops called circuits. A circuit can be series or parallel. Series circuits provide only one pathway for electricity to flow, while parallel circuits provide two or more pathways. This activity introduces the concept of circuits and provides a fun way to show others how a circuit works. This activity also makes a great parent night or community night activity.

 Objectives Students will be able to build a simple, parallel, and series circuits. Students will understand that LEDs require current flow in one direction only.

 Materials PER STUDENT OR SMALL GROUP 2 LEDs Adhesive-backed copper conductive tape (approximately 24-36 inches per student or set of graphics) 1 Button battery

Sidekick templates, pages 31-33 1 Small binder clip Art supplies Cardstock (optional)

 Notes The wind, propane, and solar sidekicks have been formatted so you can print their pictures on one side, and their circuit template on the back, if you wish [Wind = simple, Propane = parallel, Solar = series]. This allows you to differentiate for students who struggle to draw their own circuit pathway. The circles indicate the placement of the button battery. When the corner is folded over, the circuit is closed. For additional sidekick drawings, check out the Sidekick Circuits full activity at shop.NEED.org. For students who excel, they may use these, or draw their own pathways and pictures.

2 Preparation Gather materials. Make enough copies of sidekicks so every student or group has one. See notes above for information on printing. Cardstock will hold up better than copy paper, if available. Build a sample circuit for students to study.

Procedure 1. Introduce the activity to students. Explain simple, series, and parallel circuits by reading the informational text on electricity, on pages 13-17 of the Student Guide. 2. Have students begin with the wind sidekick (simple circuit), if they have minimal circuits background, as the diagram is already complete. As students become more comfortable they can progress to the others, or draw their own circuit pathways and light the sidekicks or pictures of their choosing in interesting ways. 3. Distribute materials. Assist students as necessary.

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4. Allow students a bit of time to demonstrate their sidekick circuits in action. If time allows, permit students to color or decorate their sidekicks. You may opt to have them color prior to circuit assembly. 5. Ask students how their sidekick circuit is similar to objects or wiring in their homes or at school. Most homes are wired so that rooms will have their own series circuits, one for the wall outlets and one for the lights. These series “room” circuits are all parallel to each other from the breaker box or fuse panel for the home. The sidekick circuit is also illustrative of a simple table lamp. The switch in the lamp is represented by the folding and unfolding of the corner to connect the battery to the other half of the circuit. Explain that electricity needs to flow in a continuous loop for transport, as well, and not just in your homes. If a wind turbine is not properly connected, electricity will not flow.

2 Tips and Troubleshooting If students’ LEDs won’t light, remove the battery, flip it, and try again. LEDs only light when the current flows in the correct direction. If an LED still won’t light, double check that the voltage of the LED is compatible with the battery. Ends of copper tape can be overlapped, but take care to not create a short circuit. If students are challenged by the parallel circuit, have them draw the circuit lightly in pencil before constructing the circuit from copper tape. They will not be able to light multiple LEDs with a series circuit. This activity is a great formative assessment for circuits. To this end, we recommend having students complete the activity individually if at all possible.

Activity 6: Wind Can Generate Electricity & Background A wind turbine uses the motion energy in the wind to generate electricity. A generator helps transfer the motion energy to electrical energy using magnets and wire. Students will use their completed Wind Can Do Work models from Activity 3 to create a wind turbine generator. These instructions will help students retrofit the paper clip lifting model to become an electrified wind turbine. A changing magnetic field can induce an electrical current, especially if the electrons are given a path through which to pass their charge. Students will be wrapping magnetic coated wire in coils and using strong neodymium magnets to push the negatively charged electrons through these coils. If you can move electrons, you’re generating electricity!

 Objective Students will be able to develop and use a model to describe how a generator works and list its basic components.

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

Exploring Offshore Wind Teacher Guide

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 Materials FOR EACH SMALL GROUP Assembled Wind Can Do Work turbine model (from Activity 3) Magnet wire 2 Neodymium Magnets Multimeter 2 Alligator Clips Toilet paper roll Hot glue gun with glue Ruler

Scissors Masking tape Sandpaper or emery board Fan Wind Can Generate Electricity Templates, page 34 Measuring Electricity, Student Guide page 30 Wind Can Generate Electricity, Student Guide, pages 31-32

2 Preparation Preview the construction vide for the activity. Decide if you will share with the class, https://youtu.be/-64paV6ooxY. Gather empty toilet paper rolls ahead of time. It may be helpful to alert custodial staff to collect rolls for you in advance. Students can also help in the collection by bringing in empty rolls from home. Gather materials for the activity, based on the number of student groups you will have assembling the model. Set up construction stations as needed, and ensure access to hot glue is on a heat-safe surface near an electrical outlet. Depending on the number of groups you have and the wire spools available, you may need to “rewind” larger spools into smaller spools. Excess toilet paper rolls, plastic cups, PVC pipe chunks, and other objects may be useful for spooling. Prepare copies of the templates for each group. Make sure each group has one template for the nacelle and two templates for the magnets. You may opt to make laminated versions of these to be reused between classes. Ensure student models of the Wind Can Do Work activity are available and ready to go. If that activity was not yet completed, gather supplies for those instructions and have students construct up to step 6.

Procedure 1. Introduce the activity to the class and preview any instructions. Demonstrate use of the multimeter using the student guide page. Place students into groups and have them select a model turbine to use for the activity, if several exist for their small group. 2. Reinforce magnet safety information and safe use procedure for hot glue. 3. Students should modify and build their wind turbine using the instructions on the student handout. Monitor student construction and provide time for questions, answers, and assistance. Provide students an opportunity to troubleshoot any turbine issues they were experiencing. 4. Discuss the data, analysis, and conclusion questions as a class. 5. Instruct students to set their models aside, as they will again use it for a future activity.

Activity 7: Siting an Offshore Wind Farm & Background The process of choosing a location to build a wind farm, known as siting, requires consideration of many factors. Be sure you have reviewed the background information on some of these factors found in the informational text in the Student Guide. In this activity, students will use a web map application to assess a variety of factors and develop a proposal for the location of a wind farm.

 Objectives Students will use data to justify decisions. Students will use maps to tell a story. Students will discuss tradeoffs related to the siting of offshore wind farms.

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 Materials Offshore Wind Turbine Diagram master, page 35 Siting an Offshore Wind Farm worksheet, Student Guide page 33 Devices to access and explore https://www.northeastoceandata.org/data-explorer/

2 Preparation Prepare a digital copy of the master for projection. Select lease areas from BOEM that you will assign to different students, or create hypothetical areas for wind farm development and assign those. The mapping resources provided pertain to the Northeastern U.S. Consider how much time you wish to dedicate to this activity, and based on this, select the parameters you would like your students to investigate and include in their siting proposals. You may wish to create a slide template and distribute that to students to clarify which siting concerns you require them to investigate in their presentations. Your choice depends on the time available for these activities and how many groups will be presenting. Decide how long you want each presentation to be and communicate that to students along with your rubric for this activity.

Procedure 1. Project and go over the master diagram of the offshore wind turbine. Ask students to brainstorm a list of things they might consider when siting an offshore wind turbine. 2. Review background information about offshore wind farm siting on pages 18-23 of the Student Guide. 3. Navigate to https://www.northeastoceandata.org/data-explorer/. 4. Explore different data layers related to siting considerations highlighted in the student text. Demonstrate how to use the mapping site and how to select the layers.  To view wind speed information, go to “Physical Oceanography” and select the layer “Contours-Mean Annual Offshore Windspeeds (m/s)”. Once the layer is selected, the legend indicating the values of the colors will appear in the lower left panel.  Existing lease areas can be visualized by clicking “Energy & Infrastructure”, “Planning Areas”, and then “Lease Areas”.  To learn about transmission options, go to “Energy & Infrastructure” and then click on “Infrastructure” to find layers for electrical transmission lines and transmission substations.  To get greater detail about depth, go to “Bathymetry & Imagery” and explore the options there.  Explore the information available about birds and fish.  Investigate ship navigation patterns by clicking on “Marine Transportation” and explore the different types of information available. NOTE: Marine mammal information is also located in this section. 5. Provide students with any parameters necessary for their notes and reports, and provide a timeline for the research and report development. Explain that they will be creating a plan proposal to share with the class. Discuss how the proposal presentations will go and any requirements you have for their presentations. 6. Direct students to begin working and monitor student work as needed. 7. Facilitate the reporting session. Hold a discussion as a class afterwards about the challenges and strategies for each group. Review careers information and make connections between relevant careers and student work. 8. Discuss as a class what other stakeholders might be present during the planning and proposal stages to get a site approved.

Additional Resources More wind data: https://www.ncdc.noaa.gov/societal-impacts/wind/ BOEM: https://www.boem.gov Dominion Energy Coastal Virginia Offshore Wind Project: https://www.dominionenergy.com/projects-and-facilities/wind-powerfacilities-and-projects/coastal-virginia-offshore-wind

Exploring Offshore Wind Teacher Guide

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Activity 8: Baseload Balance &Background Most students don’t give electric power much thought until the power goes out. Electricity plays a giant role in our day-to-day lives. This activity demonstrates how electricity supply is transmitted on the electric grid to consumers. It also encourages students to explore the differences between baseload and peak demand power, and how power companies maintain supply to ensure customers have power as they need it. Students will be introduced to the economics of electricity generation and supply and be able to see first-hand the financial challenges utilities must overcome to be able to provide the power demanded by consumers at the lowest cost. Figures, costs, and sources used in this activity are roughly based on current industry uses and costs, but have been made into round figures for ease of implementation. In this simulation, students assume roles as “loads” or “generation”. Students will progress through several “rounds”, attempting first to balance, and adding in more challenges or components as they progress.

Objectives Students will be able to differentiate between baseload and peak demand power. Students will be able to explain the purpose of using a variety of sources to meet base and peak load power demand. Students will be able to describe the challenges of using certain sources to meet base and peak load power demand. Students will be able to describe how energy storage can be incorporated into demand management, and how it can be beneficial for supporting renewables

 Materials Scissors and tape for each student or small group String Rope Colored paper Tape Individual marker boards with erasers and markers

Baseload Balance Student Information, Teacher Guide pages 36-37 Generation Parameters master, Teacher Guide page 38 Hang tags, Teacher Guide pages 39-44 Incident Cards, Teacher Guide page 45 Cheat Sheet, Teacher Guide page 46 Baseload Balance Student Worksheet, Student Guide, page 34

2Preparation Familiarize yourself with the activity instructions and student background information before facilitating the game with students. Make a copy of the Cheat Sheet for yourself. Copy the hang tags and cut them apart. Attach the tags to four colors of paper or color the cards so that the generation, the transmission, the load cards, and the storage are each a different color. Laminate, if desired, for future use. Make a copy of the Incident Cards. Cut the cards apart and fold on the dotted line. Laminate, if desired, for future use. Make a copy of the Student Worksheet and Student Infosheet for each student. Prepare a copy of the Generation Parameters master to project for discussion. Designate an area of the room to be the Regional Transmission Organization (RTO). On one side of this area will be the generation group, and the other side will be the load group. Each side should have its own marker board, eraser, and marker. Decide if a student will be the RTO leader, or if the teacher or another adult will assume this role. Having a student assume this position will create a more student-centered activity. Depending on the ability of the students in your group, using a student for this role may require more monitoring and time than if a teacher is in charge. Instruct all students to read the infosheet prior to the activity.

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Student Roles

Baseload demand – 3 students Peak load demand – 8 students Baseload generation – 8 students Peak load generation – 8 students Transmission – 3-5 students RTO -- 1-3 students or a teacher Storage -- 1-5 students (optional)

Baseload Generation Load Transmission Peak demand Megawatt

Vocabulary SPECIFIC TO THE GAME

NOTE: If your class size is smaller, you may elect to use “proxy” baseload demand cards and generator card that are not assigned to students but sit “online” at all times.

Procedure 1. Assign each student a role that corresponds to each hang tag. If your class does not have enough students for each tag, the baseload tags can be tied to the rope because they are always in operation. A list of the roles can also be found above. The transmission roles are best assigned to students who are able to think quickly on their feet and have good math skills. Storage roles can be assigned after playing rounds one and two. If you do not have enough students to fill all required and optional roles, some baseload or storage roles can be “proxies” that are tied online as needed. 2. Allow time for students to research their roles and re-read the background information. Students should be familiar with the vocabulary and information on their hang tag, including generating capacity, energy source, and power demand. Depending on the level of your students, you may choose to have them skip the section of the background information that discusses regional transmission organizations and independent system operators. 3. Project the Load and Generation Parameters master for the class. Discuss the relative cost for each source and plant type as well as the suggested reasoning for the cost of each. Explain that the cost figures are whole, round numbers for easy game play, and that realistically, costs are less round and can be more variable, depending on a number of factors. Discuss the Student Worksheet and explain how students should fill in the areas during the simulation. You may elect to have all students complete it during the simulation as they engage in their roles. Or, you may choose to have unassigned students complete it and share the data with the class. 4. The activity begins with the transmission students gathering in the Regional Transmission Organization area, each holding onto the rope or string. The student on each end should have plenty of available rope or string onto which the generation students and load students will attach. These students will decide which peak load providers (plants) will be brought online to meet increasing demand as the activity progresses. They will also help the RTO by tabulating the current load or generation on their side of the line. They will display it on their marker board and update it as the activity progresses. 5. In the generation group, the residential baseload, commercial baseload, heavy industry baseload, and all baseload generation students all hold ends of the rope on their respective sides. They will be holding onto the rope during the entire activity because as baseload power or generation, they are providing or using power all the time. 6. At the appropriate time indicated on each hang tag, each load student will join the grid, increasing the load demand. Residential demand comes up (online) at about 7:00 a.m. as people begin to wake. Demand continues to rise as more residential, commercial, and industry come on the grid, pulling electricity or creating another load. 7. The transmission students will need to balance the generation against the load. They will choose the best generation students to come online to balance the load students. The RTO can monitor or assist the transmission group by announcing the time and reminding each load or role when to join on. Be sure to pay attention to intermittent renewables, like solar, being online at the same time when the sun may not be up. 8. After going through the activity once (one complete 24-hour period), reset the activity to early morning and run through a second round, balancing the generation against the load, while now using the cheapest available sources to run for the longest amount of time. You may also wish to reassign students to different roles, depending on their command of the activity in the first round.

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9. Run a third round, resetting as needed, and incorporating storage as a new way to manage demand. Select one of the incident cards to set the stage for using storage. 10. Run a fourth round. RTOs usually require generation to be 15 percent above demand. Play the game again accounting for the prescribed demand plus the additional 15 percent. Hold a class discussion about why this extra generation is required

Discussion and Research Roughly what time was the peak demand time? When is the least amount of power needed? Why did we choose our particular sources we did when balancing generation and demand? How would knowledge of historical data and weather forecasts help in making decisions about which sources to use? How did storage make the balancing easier/harder? What challenges would there be if using storage types like those in the game? What factors were not addressed in our game play? What do you think the costs of the various storage types might be? How might that impact their use in tandem with renewable energy? In addition to hourly changes in demand for electricity, there are seasonal differences in demand. Research these seasonal differences and explore reasons for a greater demand for electricity at different seasons of the year. It is projected that the number of electric vehicles and hybrid electric vehicles in the U.S. will increase dramatically over the next decade. What impact do you think this will have on the demand for electricity? How might we adjust to any changes in demand? The Coronavirus Pandemic of 2020 brought many changes. Businesses, industry and schools closed for a period of time. People worked from home and left home less often. Explore the impact of the pandemic on the demand for electricity. Was there a change in the total demand for electricity? Was there a shift in the time of day that peak demands occurred? Will there be any lasting impacts on the demand for electricity and how might the electrical generation industry react to any potential changes?

Extension Ask students to write a persuasive letter in support of a certain type of power plant after playing the game. Letters should include information gleaned about the plant’s advantages and disadvantages, as well as the feasibility for use in generation of electricity at the lowest cost.

Generators

Transmission

Loads

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Activity 9: Wind Blade Investigations  Objective Students will be able to identify the blade variables that impact the electrical output of a wind turbine.

 Materials FOR INVESTIGATIONS Dowels Hubs Blade pitch protractor Sandpaper or emery board 2 Turbine tower set-ups (see Preparation below) Masking tape Multimeters Scissors

Alligator clips Fan(s) Pennies or other masses Rulers Poster board Benchmark Blade Template, Teacher Guide page 51 Blade investigations worksheets, Student Guide pages 36-39

 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)

2 Preparation If you haven’t done so already, construct the turbine towers as directed on pages 49-50 of the Teacher Guide, using the materials listed above. BLADE MATERIALS—It is recommended that the benchmark blades be made of poster board or similar material, which is not included in the kit. Gather remaining materials and set up blade investigation stations. Make copies of worksheets, as needed.

Procedure 1. Students should read “Modern Wind Machines” and “Wind Speed and Direction” on pages 7 and 8 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 30 and 35 in the Student Guide and pages 49-50 in the Teacher 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 it is suggested that they be done in order in a gradual release model. Blade Investigation #1 – Exploring Blade Pitch, Student Guide page 36 Blade Investigation #2 – Exploring Number of Blades, Student Guide page 37 Blade Investigation #3 – Exploring Surface Area, Student Guide page 38 Blade Investigation #4 – Exploring Mass, Student Guide page 39

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WIND TURBINE MANAGEMENT TIP: NEED’s Exploring Offshore Wind Energy 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 investigation, students can bring their hub over to the tower and connect it to the generator. WARNING: When removing hubs from the generator, students need to be careful not to pull the generator out of the nacelle, so that gears remain connected.

Activity 10: Blade Aerodynamics  Objectives Students will be able to describe the following terms: drag, lift, and torque. Students will be able to describe how aerodynamics of blades can affect the turbine’s efficiency.

 Materials 1 Turbine tower set-up (assembled) Hub Dowels Airfoil blades Glue Masking tape

Blade pitch protractor Multimeter Fan Blade Aerodynamics Graphic Organizer (optional), Student Guide page 40 Blade Aerodynamics worksheet, Student Guide page 41

2 Preparation Assemble a turbine tower, if you have not done so already, using the Turbine Assembly Instructions on pages 49-50 of the Teacher Guide. Make benchmark airfoil blades by attaching the balsa wood airfoil sheets to dowel rods. They can be shaped more, if desirable. Make copies of the worksheets, as needed.

Procedure 1. Have students read the information on blade aerodynamics, found on pages 9-12 of the Student Guide. 2. Students should take notes as they read using the graphic organizer, if helpful. 3. Place the benchmark blades into the hub and attach the hub to the tower. 4. Demonstrate how the blades are shaped, and experiment with the different variables that students may have experimented with in their wind blade investigations (pitch, number, surface area, and mass), as time allows. 5. Students should record observations and plan their optimal blade design in their small groups from the previous investigations. NOTE: The graphic organizer is optional in steps 1 and 2 above. The reading can also be completed as a homework assignment or as a jigsaw activity within small groups.

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Activity 11: Blade Design Challenge  Objectives Students will collaborate and create optimized wind turbine blades that generate the most electricity. Students will be able to identify variables that can affect the efficiency of a wind turbine.

 Materials Dowels Flat balsa sheets Corrugated plastic sheets Extra alternative blade materials Hubs Glue Masking tape Multimeters Alligator clips Scissors

Fans Rulers Stopwatches or timers Assembled turbine towers (with unused gears) Blade pitch protractor Sandpaper or emery boards Designing Optimum Blades worksheet, Student Guide page 42 Investigating Gear Ratios worksheet, Student Guide page 43 Calculating Wind Power worksheet, Student Guide page 44 (optional)

2 Preparation Assemble the turbine towers, if you have not done so already, using the Turbine Assembly Instructions on pages 49-50 of the Teacher Guide. Make copies of the worksheets, as needed. BLADE MATERIALS—The benchmark blades from previous activities were recommended to be made from poster board. Balsa and corrugated plastic sheets have been included in your kit, but anything can be used as blade material. You may want to gather your own materials, or have students bring in different materials for this investigation.

Procedure 1. Students should work in small groups from earlier investigations to compile data they recorded about different variables, and plan for designing the optimum blades. Students will follow the guidance of the Designing Optimum Blades worksheet to complete the activity. 2. Each group should have their own hub and any materials they would like to use to construct and build blades. 3. Decide on a time-frame for students to complete planning, testing, analysis, and redesigning phases, implementing checks on their work, as needed. Choose a time for final blade designs to be submitted. 4. Compare group designs as a class. Discuss what features and variables each group utilized and optimized to create their design. Discuss as a class what the most successful blade designs should incorporate. 5. Have students complete the Investigating Gear Ratios activity to examine how efficiency can also be tied to the construction of the tower. Discuss student observations. NOTE: This activity may be framed as a competition or challenge between groups, with a reward. You may also choose to conduct the gear ratios activity as a demonstration with the winning design, or allow individual groups to experiment with gear ratios. WIND TURBINE MANAGEMENT TIP: NEED’s Exploring Offshore Wind Energy 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 designs. 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 calculate wind power using the Calculating Wind Power worksheet on page 44 of the Student Guide. Have students investigate what happens to the electrical output when a load and/or resistors are added to the circuit.

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Activity 12: Offshore Wind Turbine Test &Background Fixed offshore wind turbines are constructed with the same general design as wind turbines onshore. However, offshore wind turbines are installed very differently, based on the underwater environment and the conditions at sea. In fixed offshore turbine construction, the tower and foundation, or monopile, extend into the water and are driven into the ocean floor. Monopile foundations can be used in waters up to 160 feet (50 m) deep and are excellent for sand or clay sea beds. Students will use their completed Wind Can Generate Electricity model (Activity 7) to build an offshore wind turbine model and take a closer look at how installation, construction, and the operation of offshore turbines are impacted by the seafloor structure and the ocean.

 Objective Students will be able to develop and use a model to describe how a fixed offshore wind turbine foundation is constructed, and what variables must be considered in the design of the turbine components for offshore operation.

Safety: Use caution with hot glue and glue guns as burns can occur. This activity will have water near a multimeter and wiring. Remind students to use caution with water near electronics.

 Materials FOR EACH GROUP Completed Wind Can Generate Electricity models (Activity 7) 1 Large milkshake/boba straw Masking Tape Multimeter Alligator clips Cardboard Sand Scissors

Hot glue gun with glue sticks Empty soda or water bottles Water Ruler Fan Monopile Template, page 52 Offshore Wind Turbine Test worksheet, Student Guide page 45-46

2 Preparation Preview the construction video for the activity. Decide if you will share with the class, https://youtu.be/iB5j0NPt46g. Gather empty individual-sized soda or water bottles ahead of time. Students can also help in the collection by bringing in empty bottles from their recycling bins or the cafeteria recycling bin. Gather scrap cardboard for the activity from the recycling bin in your school. Corrugated cardboard will work well for this activity. Each group will need a relatively small amount (see the template). Gather additional materials for the activity, based on the number of student groups you will have assembling the model. Set up construction stations as needed, and ensure access to hot glue is on a heat-safe surface near an electrical outlet. Provide access to water, or fill and prepare containers of water for each group. Do the same for sand. Prepare copies of the template for each group. Ensure student models of the Wind Can Generate Electricity activity are available and ready to go. If that activity was not yet completed, gather supplies for those instructions and have students construct the model.

Procedure 1. Show students pictures or video of fixed bottom offshore turbines. Review the student text information on “Offshore Wind Turbine Technology and Placement.” 2. Explain that in the case of The CVOW project, the seafloor and underwater geology in the OCS are relatively sandy, making it so that a single monopile foundation is functional for the design and construction of the turbines. However, in some areas where water is deeper, and/or different seafloor geology conditions exist, other foundation types might be necessary, including items like jackets, or tripods. Share images if you like. ©2021 The NEED Project

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3. Preview the activity with students and explain that they will retrofit their electrified turbine tower to become a monopile foundation that can be “driven” into the ocean floor like a piling or monopile. 4. Give students time to construct their models and troubleshoot issues. 5. Discuss data, analysis, and conclusion questions as a class. Ask the class how they might modify their designs to provide more stability, and or output given the water and wind conditions. 6. Discuss seafloor/seabed geology differences and how it might impact their designs. If time allows provide students time and materials to explore these conditions with their models.

 Extensions Test out various seafloor geologies (dry sand, wet sand, soil, gravel, clay, etc.). Ask students to redesign their foundations to suit the various seabed conditions. Find a large, plastic tub (or similar) to demonstrate the ocean space needed for a wind farm. Allow all of the students to place their turbines in various orientations. Explore how the seafloor might change with more disturbance, and have students look wake effect. Challenge students to connect several models together to generate electricity as their own offshore wind farm! Ask students to design a model that incorporates a “foundation” for deepwater or floating wind turbines.

 Assessment  Objective Students will demonstrate their understanding of wind turbines and offshore wind energy.

 Materials Copies of the Offshore Wind Assessment for each student, Teacher Guide page 26 Copies of Offshore Wind Bingo for each student, Teacher Guide page 53

Procedure 1. Give students the assessment. You may also choose to do this at the beginning and end of the unit as a pre/post test. 2. Discuss answers as needed. 3. Assess students responses and work using the rubrics on page 25. 4. Play Bingo with students as a formative assessment or vocabulary review. Instructions for this game are found on pages 23-24. 5. Evaluate the unit using the Evaluation Form on page 55 and return it to NEED.

Offshore 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

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BINGO

Offshore Wind

Instructions

Get Ready Duplicate as many bingo sheets (found on page 53) as needed for each person in your group. In addition, decide now if you want to give the winner of your game a prize and what the prize will be.

Get Set Pass out one bingo sheet to each member of the group.

Offshore Wind Bingo is a great icebreaker for a NEED workshop or conference. As a classroom activity, it also makes a great introduction to an energy unit.

2Preparation

5 minutes

PART ONE: FILLING IN THE BINGO SHEETS

Time

Give the group the following instructions to create bingo cards: This bingo activity is very similar to regular bingo. However, there are a few things you’ll need to know to play this game. First, please take a minute to look at your bingo sheet and read the 16 statements at the top of the page. Shortly, you’ll be going around the room trying to find 16 people about whom the statements are true so you can write their names in one of the 16 boxes. When I give you the signal, you’ll get up and ask a person if a statement at the top of your bingo sheet is true for them. If the person gives what you believe is a correct response, write the person’s name in the corresponding box on the lower part of the page. For example, if you ask a person question “D” and they give you what you think is a correct response, then go ahead and write the person’s name in box D. A correct response is important because later on, if you get bingo, that person will be asked to answer the question correctly in front of the group. If they can’t answer the question correctly, then you lose bingo. So, if someone gives you an incorrect answer, ask someone else! Don’t use your name for one of the boxes or use the same person’s name twice. Try to fill all 16 boxes in the next 20 minutes. This will increase your chances of winning. After the 20 minutes are up, please sit down and I will begin asking players to stand up and give their names. Are there any questions? You’ll now have 20 minutes. Go! During the next 20 minutes, move around the room to assist the players. Every five minutes or so tell the players how many minutes are remaining in the game. Give the players a warning when just a minute or two remains. When the 20 minutes are up, stop the players and ask them to be seated.

45 minutes Bingos are available on several different topics. Check out these resources for more bingo options! Download these titles for free in PDF format by visiting shop.NEED.org. Biomass Bingo—Energy Stories and More Change a Light Bingo—Energy Conservation Contract Coal Bingo—Coal guides Energy Bingo—Energy Games and Icebreakers

PART TWO: PLAYING BINGO

Energy Efficiency Bingo— School Energy Experts and School Energy Managers

Give the class the following instructions to play the game:

Hydrogen Bingo—H2 Educate

When I point to you, please stand up and in a LOUD and CLEAR voice give us your name. Now, if anyone has the name of the person I call on, put a big “X” in the box with that person’s name. When you get four names in a row—across, down, or diagonally—shout “Bingo!” Then I’ll ask you to come up front to verify your results.

Hydropower Bingo— Hydropower guides

Let’s start off with you (point to a player in the group). Please stand and give us your name. (Player gives name. Let’s say the player’s name was “Joe.”) Okay, players, if any of you have Joe’s name in one of your boxes, go ahead and put an “X” through that box.

Oil and Natural Gas Bingo— Oil and Natural Gas guides

When the first player shouts “Bingo,” ask them to come to the front of the room. Ask them to give their name and to tell the group how their bingo run was made, e.g., down from A to M, across from E to H, and so on.

Nuclear Energy Bingo— Nuclear guides

Science of Energy Bingo— Science of Energy guides Solar Bingo—Solar guides Transportation Bingo— Transportation guides Wind Bingo— Wind guides

8408 Kao Circle, Manassas, VA 20110

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Now you need to verify the bingo winner’s results. Ask the bingo winner to call out the first person’s name on their bingo run. That player then stands and the bingo winner asks them the question which they previously answered during the 20-minute session. For example, if the statement was “can name two renewable sources of energy,” the player must now name two sources. If they can answer the question correctly, the bingo winner calls out the next person’s name on their bingo run. However, if they do not answer the question correctly, the bingo winner does not have bingo after all and must sit down with the rest of the players. You should continue to point to players until another person yells “Bingo.”

BINGO

OFFSHORE WIND A. Has used wind energy for transportation

B. Knows how tall an offshore wind turbine can be

C. Can name two renewable energy sources other than wind

D. Can explain how wind is formed

E. Knows what an anemometer does

F. Can describe how electricity is transported from offshore to the coast

G. Can name two factors to consider when siting an offshore wind farm

H. Knows how electricity is generated by a wind turbine

K. Can describe the wake effect

L. Knows the energy efficiency of a wind turbine

O. Knows the name of the foundation pole used in shallow, sandy waters

P. Knows what a gear box does

Has seen a modern wind turbine

M. Can name the location of the first U.S. offshore wind farm

Knows how wind speed is measured

N. Can name two myths many people believe about wind turbines

biomass geothermal hydropower solar

500 ft or more (currently > 800 ft)

F measures wind speed

buried underwater cables

wind speed and consistency, wildlife, public opinion, access to grid, seafloor geology, etc.

K meters per second, with anemometer

ask for location/description

N Rhode Island

The sun heats Earth’s land and water surfaces differently. Warm air rises, cool air moves in.

Sailboat Sailboard etc.

ANSWERS

The Betz Limit is 59% for wind, When air exiting a turbine is today’s wind turbines are about turbulent and/or slowed down 25-45% efficient.

O Noisy, unpredictable, expensive, interferes with TV and communication signals, etc.

Turbine spins a shaft, which spins a generator producing electricity

P Monopile

Connects low-speed shaft to high-speed shaft and increases the rotational speeds to produce electricity

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Rubrics For Assessment Inquiry Explorations Rubric This is a sample rubric that can be used with inquiry investigations and science notebooks. You may choose to only assess one area at a time, or look at an investigation as a whole. It is suggested that you share this rubric with students and discuss the different components.

SCIENTIFIC CONCEPTS

SCIENTIFIC INQUIRY

DATA/OBSERVATIONS

CONCLUSIONS

Written explanations illustrate accurate and thorough understanding of scientific concepts.

The student independently conducts investigations and designs and carries out his or her own investigations.

Comprehensive data is collected and thorough observations are made. Diagrams, charts, tables, and graphs are used and labeled appropriately. Data and observations are presented clearly and neatly with appropriate labels.

The student clearly communicates what was learned and uses strong evidence to support reasoning. The conclusion includes application to real life situations.

Written explanations illustrate an accurate understanding of most scientific concepts.

The student follows procedures accurately to conduct given investigations, begins to design his or her own investigations.

Necessary data is collected. Observations are recorded. Diagrams, charts, tables, and graphs are used appropriately most of the time. Data is presented clearly, and neatly.

The student communicates what was learned and uses some evidence to support reasoning.

Written explanations illustrate a limited understanding of scientific concepts.

The student may not conduct an investigation completely, parts of the inquiry process are missing.

Some data is collected. The student may lean more heavily on observations. Diagrams, charts, tables, and graphs may be used inappropriately, have some missing information, or are labeled without 100% accuracy.

The student communicates what was learned but is missing evidence to support reasoning.

Written explanations illustrate an inaccurate understanding of scientific concepts.

The student needs significant support to conduct an investigation.

Data and/or observations are missing or inaccurate.

The conclusion is missing or inaccurate.

Culminating Project Rubric This rubric may be used for any group work you ask the students to complete.

CONTENT

ORGANIZATION

ORIGINALITY

WORKLOAD

Project covers the topic indepth with many details and examples. Subject knowledge is excellent.

Content is very well organized and presented in a logical sequence.

Project shows much original thought. Ideas are creative and inventive.

The workload is divided and shared equally by all members of the group.

Project includes essential information about the topic. Subject knowledge is good.

Content is logically organized.

Project shows some original thought. Work shows new ideas and insights.

The workload is divided and shared fairly equally by all group members, but workloads may vary.

Project includes essential information about the topic, but there are 1-2 factual errors.

Content is logically organized with a few confusing sections.

Project provides essential information, but there is little evidence of original thinking.

The workload is divided, but one person in the group is viewed as not doing a fair share of the work.

Project includes minimal information or there are several factual errors.

There is no clear organizational structure, just a compilation of facts.

Project provides some essential information, but no original thought.

The workload is not divided, or several members are not doing a fair share of the work.

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Offshore Wind Assessment Name__________________________________________

Date______________________

1. The energy of moving molecules, electrons, and substances is called ___________________ energy.

a. potential

b. elastic

c. kinetic

d. electrical

2. Renewable energy sources provide what percentage of total U.S. energy consumption?

a. 0.1-4%

b. 5-10%

c. 11-20%

d. 21-30%

c. jet streams

d. climate change

3. The energy in wind comes from ___________________ .

a. ocean currents

b. solar radiation

4. The area of the ocean floor that will be used for most offshore wind development on the East Coast of the United States is called the __________________ .

a. continental shelf

b. continental rise

c. abyssal plain

d. continental slope

5. Which of these is NOT a major factor when considering the type of foundation for an offshore wind turbine?

a. water depth

b. distance from shore

c. seafloor geology and soil conditions

d. size of the turbine

6. An instrument that measures wind speed is a/an ___________________ .

a. anemometer

b. wind vane

c. multimeter

d. aerometer

7. A device that uses electromagnetism to produce electricity is called a/an ___________________ .

a. motor

b. generator

c. electrometer

d. turbine

8. A wind turbine converts ___________________ .

a. potential energy to electrical energy

b. kinetic energy to potential energy

c. chemical energy to kinetic energy

d. motion energy to electrical energy

9. Which items are considered when siting the location for an offshore wind turbine or wind farm?

a. wind speed

b. wildlife

c. ship traffic

d. all of the above

10. The area that houses the gear box and generator on a wind turbine is called the ___________________ .

a. gear landing

b. nacelle

c. hub

d. substation

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MASTER

Digital Anemometer An anemometer measures the speed of moving air, most often wind speed. You will be using it to calculate the speed of air moving through a vent.

Operating Instructions 1. Turn the anemometer on by depressing and holding the “mode” button. The device should power up in a few seconds. 2. To change the units for measuring wind speed, depress and hold the “mode” button until the speed unit flashes. 3. Depress “set” to get the desired wind speed unit. 4. To change from ºC to ºF or vice -versa, remove the yellow cover from the device, turn it over, and use a push-pin or straightened paper clip to depress the “C/F” button on the back. 5. The device will also show the Beaufort Scale for the wind speed, as a series of pointed blocks stacking upon each other.

BEAUFORT NUMBER

NAME OF WIND

LAND CONDITIONS

WIND SPEED (MPH)

Calm

Smoke rises vertically

Less than 1

Light air

Direction of wind shown by smoke drift but not by wind vanes

1-3

Light breeze

Wind felt on face, leaves rustle, ordinary wind vane moved by wind

4-7

Gentle breeze

Leaves and small twigs in constant motion, wind extends light flag

8 - 12

Moderate breeze

Wind raises dust and loose paper, small branches move

13 - 18

Fresh breeze

Small trees and leaves start to sway

19 - 24

Strong breeze

Large branches in motion, whistling in wires, umbrellas used with difficulty

25 - 31

Near gale

Whole trees in motion, inconvenient to walk against wind

32 - 38

Gale

Twigs break from trees, difficult to walk

39 - 46

Strong gale

Slight structural damage occurs, shingles and slates removed from roof

47 - 54

Storm

Trees uprooted, considerable structural damage occurs

55 - 63

Violent storm

Widespread damage

64 - 63

Hurricane

Widespread damage, devastation

What is the Beaufort Scale? In 1805, Sir Francis Beaufort of the Royal Navy developed the scale to help sailors estimate wind speed for settings sails based on visible effects of winds. The scale describes wind effects seen on land or at sea and assigns a value of 0 to 12 according to the force applied by the wind. The higher the number, the stronger (faster) the wind.

Greater than 72

Portrait by Stephen Pearce of Sir Francis Beaufort; c. 1855-1856, oil painiting

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Gasoline and a piece of pizza are examples.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.

NUCLEAR ENERGY is the energy stored in the nucleus of an atom – the energy that holds the nucleus together. The energy in the nucleus of a plutonium atom is an example.

THERMAL ENERGY is the internal energy that causes the vibration or movement of atoms and molecules in substances. Liquid water has more thermal energy than solid water (ice).

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

MOTION is the movement of a substance from one place to another. Wind and moving water are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

SOUND is the movement of energy through substances in longitudinal waves. Echoes and music are examples.

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MASTER

4-Blade Windmill Template Procedure 1. Cut out the square. 2. Cut on the dotted, diagonal lines. 3. Punch out the four black holes along the sides (being careful to not rip the edges) and the one in the center. 4. Follow the directions on the Wind Can Do Work worksheet to complete the windmill.

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Sidekick Circuits Templates

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Wind Can Generate Electricity Templates

Magnet template

Nacelle template

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MASTER

Offshore Wind Turbine Diagram

Max Height:

~800ft to 900ft

Swept Area:

1.3 million ft3

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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Baseload Balance

STUDENT INFOSHEET Introduction

Four kinds of power plants produce most of the electricity in the United States: coal, natural gas, nuclear, and hydropower. Natural gas produces roughly 40 percent of the electricity we use, while nuclear and coal plants generate about 19 percent of the electricity we use. There are also wind, geothermal, waste-to-energy, solar, and petroleum power plants, which together generate about ten percent of the electricity produced in the United States. All of this electricity is transmitted to customers, or loads, via the network of transmission lines we call the grid.

Wind Farms Utility scale wind turbines are often grouped together into what is called a wind farm. These turbines convert motion energy in the wind directly into electrical energy or electricity. Wind is among the fastest growing sources for electricity in the U.S. and across the globe. Wind turbines can be located on land or at sea. Wind turbines produce no emissions. Wind can sometimes be intermittent, and may not always be available.

Solar Facilities Solar power can be generated using photovoltaic (PV) arrays, often called solar panels. These facilities can be located in open fields, above parking lots, and on the surface of building structures. Solar power can also be generated by focusing the sun’s light on a reflective surface that reflects back onto a container storing fluid or molten materials. This material is then used to create steam to turn a turbine. In these instances, Concentrating Solar Power (CSP) is also considered a thermal power plant. CSP and PV technologies combine to make solar one of the fastest growing sources for electricity across the globe.

Fossil Fuel Power Plants Fossil fuel plants burn coal, natural gas, or petroleum to produce electricity. These energy sources are called fossil fuels because they were formed from the remains of ancient sea plants and animals. Most of our electricity comes from fossil fuel plants in the form of coal and natural gas. Power plants burn the fossil fuels and use the heat to boil water into steam. The steam is channeled through a pipe at high pressure to spin a turbine generator to make electricity. Fossil fuel power plants produce emissions and contribute to global climate change. The amount and type of emissions can vary based upon the type of fossil fuel and technologies used within the plant. Fossil fuel plants are sometimes called thermal power plants because they use heat energy to make electricity.

Nuclear Power Plants Nuclear power plants are called thermal power plants, too. They produce electricity in much the same way as fossil fuel plants, except that the fuel they use is uranium, which isn’t burned. Uranium is

a mineral found in rocks underground. Uranium atoms are split to make smaller atoms in a process called fission that produces enormous amounts of thermal energy. The thermal energy is used to turn water into steam, which drives a turbine generator. Nuclear power plants do not produce carbon dioxide emissions, but their waste is radioactive. Nuclear waste must be stored carefully to prevent contamination of people and the environment.

Hydropower Plants Hydropower plants use the energy in moving water to generate electricity. Fast-moving water is used to spin the blades of a turbine generator. Hydropower is called a renewable energy source because it is renewed by rainfall.

Waste-to-Energy (Biomass) Plants Waste-to-energy facilities are thermal power plants that burn garbage and other waste to produce electricity. The heat from the incinerator creates steam in a boiler that drives a turbine generator. Facilities monitor and scrub their emissions and recycle ash to be environmentally friendly.

Cost of Electricity The cost for generating electricity depends on several factors.

Fuel Cost

The major cost of generating electricity is the cost of the fuel. There are also other factors that tie into the cost of a fuel, including production cost, manufacturing or refining costs, cost of transporting the fuel, and more.

Building Cost

Another factor is the cost of building the power plant itself. A plant may be very expensive to build, but the low cost of the fuel can make the electricity economical to produce. Nuclear power plants, for example, are very expensive to build, but their fuel—uranium— is inexpensive.

Combined Cycle vs. Simple Cycle In the most simple of thermal power plants, a fuel is burned, and water is heated to form high-pressure steam. That steam is used to turn a single turbine. Thermal power plants running in this manner are about 35 percent efficient, meaning 35 percent of the energy in the fuel is actually transformed into useable electrical energy. The other 65 percent is “lost” to the surrounding environment as thermal energy. Combined cycle power plants add a second turbine in the cycle, increasing the efficiency of the power plant to as much as 60 percent. By doing this, some of the energy that was being wasted to the environment is now being used to generate useful electricity.

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Efficiency

When figuring cost, you must also consider a plant’s efficiency. Efficiency is the amount of useful energy you get out of a system. A totally efficient machine would change all the energy put in it into useful work. Changing one form of energy into another always involves a loss of usable energy. Efficiency of a power plant does not take into account the energy lost in production or transportation, only the energy lost in the generation of electricity. In general, today’s power plants use three units of fuel to produce one unit of electricity. Most of the lost energy is waste heat. You can see this waste heat in the great clouds of steam pouring out of giant cooling towers on some power plants. For example, a typical coal plant burns about 4,500 tons of coal each day. The chemical energy in about two-thirds of the coal (3,000 tons) is lost as it is converted first to thermal energy, and then to motion energy, and finally into electrical energy. This degree of efficiency is mirrored in most types of power plants. Thermal power plants typically have between a 3040% efficiency rating. Wind is usually around the same range, with solar often falling below the 30% mark. The most efficient plant is a hydropower plant, which can operate with an efficiency of up to 95%.

Meeting Demand We don’t use electricity at the same rate at all times during the day. There is a certain amount of power that we need all the time called baseload power. It is the minimum amount of electricity that is needed 24 hours a day, 7 days a week, and is provided by a power company. However, during the day at different times, and depending on the weather, the amount of power that we use increases by different amounts. We use more power during the week than on the weekends because it is needed for offices and schools. We use more electricity during the summer than the winter because we need to keep our buildings cool. An increase in demand during specific times of the day or year is called peak demand. This peak demand represents the additional power above baseload power that a power company must be able to produce when needed.

later time to generate additional electricity as needed. Pumped storage hydropower can be brought fully online in as little as five minutes. Some power plants, because of regulations or agreements with utilities, suppliers, etc., do not run at full capacity or year-round. These power plants may produce as little as 50 percent of maximum generating capacity, but can increase their output if demand rises, supply from another source is suddenly reduced, or an emergency occurs.

Making Decisions Someone needs to decide when, which, and how many additional generating locations need to be brought online when demand for electricity increases. This is the job of the Regional Transmission Organization (RTO) or Independent System Organization (ISO). ISOs and RTOs work together with generation facilities and transmission systems across many locations, matching generation to the load immediately so that supply and demand for electricity are balanced. The grid operators predict load and schedule generation to make sure that enough generation and back-up power are available in case demand rises or a power plant or power line is lost.

Transmission Organizations Besides making decisions about generation, RTOs and ISOs also manage markets for wholesale electricity. Participants can buy and sell electricity from a day early to immediately as needed. These markets give electricity suppliers more options for meeting consumer needs for power at the lowest possible cost. Several RTOs operate bulk electric power systems across much of North America. More than half of the electricity produced is managed by RTOs, with the rest under the jurisdiction of individual utilities or utility holding companies.

Power plants can be used to meet baseload power or peak demand, or both. Some power plants require a lot of time to be brought online – operating and producing power at full capacity. Others can be brought online and shut down fairly quickly.

In the 1990s, the Federal Energy Regulatory Commission introduced a policy designed to increase competitive generation by requiring open access to transmission. Northeastern RTOs developed out of coordinated utility operations already in place. RTOs in other locations grew to meet new policies providing for open transmission access. Members of RTOs include the following: independent power generators; transmission companies; load-serving entities; integrated utilities that combine generation, transmission, and distribution functions; other entities such as power marketers and energy traders.

Coal and nuclear power plants are slow, requiring 24 hours or more to reach full generating capacity, so they are used for baseload power generation. Natural gas is increasing in use for baseload generation because it is widely available, low in cost,can quickly reach full generating capacity, and a cleaner-burning fuel.

RTOs monitor power supply, demand, and other factors such as weather and historical data. This information is input into complex software that optimizes for the best combination of generation and load. They then post large amounts of price data for thousands of locations on the system at time intervals as short as five minutes.

Wind, hydropower, and solar can all be used to meet baseload capacity when the energy source is available. Wind is often best at night and drops down in its production just as the sun is rising. Offshore wind is more consistent. Solar power is not available at night, and is greatly diminished on cloudy days. Hydropower can produce electricity as long as there is enough water flow, which can be decreased in times of drought.

The Continental U.S. Electric Grid

To meet peak demand, energy sources other than coal and uranium must be used. Natural gas is a good nonrenewable source to meet peak demand because it requires only 30 minutes to go from total shutdown to full capacity. Many hydropower stations have additional capacity using pumped storage. Some electricity is used to pump water into a storage tank or reservoir, where it can be released at a ©2021 The NEED Project

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Baseload Balance

LOAD AND GENERATION PARAMETERS

Load Consumer

Capacity

Type

Heavy Industry

60 MW

Baseload

Commercial

20 MW

Baseload

Residential

35 MW

Baseload

Residential

5-10 MW

Peak Load

Commercial

5-10 MW

Peak Load

Light Industry

5 MW

Peak Load

Generation Fuel

Capacity

Type of Generation

Time Required for Full Capacity

Cost per Megawatt-hour

Coal

40 MW

Baseload

24 hours

$50

Nuclear (Uranium)

50 MW

Baseload

24 hours +

$30 - $40

15 - 20 MW

Baseload

30 minutes +

$30

$40

Natural Gas Combined Cycle (NGCC)

Wind

5 MW

Baseload

Immediate when wind speed is sufficient; primarily at night or offshore

Solar

5 MW

Baseload

Immediate when solar intensity is sufficient; only during day

$40

Hydropower

5 MW

Baseload

5 minutes

$30

10 MW

Baseload

5 minutes

$60

Hydropower

5-10 MW each site

Peak load

5 minutes

$50-90

Natural Gas Simple Cycle (NGSC)

5-10 MW each site

Peak load

5 minutes

$90-$600

Waste-to-Energy (Biomass)

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Baseload Balance Hang Tag Cards Generation

Generation

Baseload

Nuclear

Coal

50 MW $30 / MW-hour

40 MW $50 / MW-hour

Generation

Baseload

Natural Gas CC

Hydro

20 MW $30 / MW-hour

5 MW $30 / MW-hour

Generation

Baseload

5 MW $40 / MW-hour

Wind

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Generation Baseload

Generation

Waste-to-Energy (Biomass) 10 MW $60 / MW-hour

Natural Gas CC 15 MW $40 / MW-hour

Generation

Peak Load

Natural Gas SC

Time to Full Capacity:

30 mins

Generation

Peak Load

10 MW $90 / MW-hour

5 MW $90 / MW-hour

Natural Gas SC

Time to Full Capacity:

30 mins

10 MW $150 / MW-hour

Baseload

5 MW $200 / MW-hour

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Generation

Generation Peak Load

Peak Load

5 MW $250 / MW-hour

5 MW $50 / MW-hour

Time to Full Capacity:

30 mins

5 mins

Generation

Peak Load

10 MW $70 / MW-hour

10 MW $90 / MW-hour

Time to Full Capacity:

5 mins

Transmission

Hydro

Natural Gas SC

Hydro

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Load

Commercial

Heavy Industry

Load

20 MW Baseload

60 MW Baseload

Residential

35 MW Baseload

5 MW 7:00 am – 12:00 am

Load

Residential

Commercial

10 MW 8:00 am – 11:00 pm

10 MW 9:00 am –9:00 pm

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Load

Commercial

Light Industry

Load

5 MW 5:00 pm – 11:00 pm

5 MW 8:00 am – 9:00 pm

Light Industry

Residential

5 MW 9:00 am – 8:00 pm

10 MW 3:00 pm – 1:00 am

Load

Regional Transmission Organization

Light Industry 5 MW 10:00 am – 8:00 pm

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Storage

Compressed Air

Pumped Storage Hydro

Storage

10 MW

Flywheel

5 MW maximum online 5 minutes

20 MW maximum online 10 hours

Solar Thermal 10 MW

Storage

Battery Storage

20 MW maximum online 4 hours

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Baseload Balance INCIDENT CARDS

INCIDENT

At 3:00 p.m. heavy cloud cover moves over the region taking out your solar generation. If you can’t provide enough power to meet the load, RTO must choose who will lose power and be in blackout. How could a blackout have been avoided?

INCIDENT

At 2:00 p.m. a baseload coal unit trips and you lose 10 MWs of baseload coal. If you can’t provide enough power to meet the load, RTO must choose who will lose power and be in blackout. How could a blackout have been avoided?

INCIDENT

At 5:00 p.m. a derecho hits, damaging power lines. You lose half your commercial and residential load. You must balance your load with generation. Could this have been predicted?

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Baseload Balance TEACHER CHEAT SHEET HANG TAGS 3

BASELOAD DEMAND

PEAK LOAD DEMAND

BASELOAD GENERATION

PEAK LOAD GENERATION

2 TO 5

TRANSMISSION

1 TO 3

RTO (REGIONAL TRANSMISSION ORGANIZATION)

30 TO 35

TOTAL

PEAK DEMAND 7:00 AM-12:00 AM

BASELOAD DEMAND

5 MW RESIDENTIAL

8:00 AM-9:00 PM

5 MW LIGHT INDUSTRIAL

8:00 AM-11:00 PM

10 MW RESIDENTIAL

9:00 AM-8:00 PM

5 MW LIGHT INDUSTRIAL

9:00 AM-9:00 PM

10 MW COMMERCIAL

10:00 AM-8:00 PM

5 MW LIGHT INDUSTRIAL

3:00 PM-1:00 AM

10 MW RESIDENTIAL

5:00 PM-11:00 PM

5 MW COMMERCIAL

BASELOAD DEMAND

TOTAL ONLINE

+15%

115 MW

132

PEAK COMING ONLINE

RESIDENTIAL

35 MW

HEAVY INDUSTRIAL

60 MW

COMMERCIAL

20 MW

TOTAL

115 MW

AVAILABLE GENERATION BASELOAD GENERATION COAL BASELOAD

40 MW

$50/MW

7:00 AM-12:00 AM

5 MW

120 MW

138

NATURAL GAS BASELOAD

20 MW

$30/MW

8:00 AM-9:00 PM

5 MW

125 MW

144

NUCLEAR BASELOAD

50 MW

$30/MW

8:00 AM-11:00 PM

10 MW

135 MW

155

HYDROPOWER BASELOAD

5 MW

$30/MW

9:00 AM-8:00 PM

5 MW

140 MW

161

SOLAR BASELOAD

5 MW

$40/MW

9:00 AM-9:00 PM

10 MW

150 MW

173

WIND BASELOAD

5 MW

$40/MW

10:00 AM-8:00 PM

5 MW

155 MW

178

NATURAL GAS BASELOAD

15 MW

$40/MW

3:00 PM-1:00 AM

10 MW

165 MW

190

WASTE-TO-ENERGY BASELOAD

10 MW

$60/MW

5:00 PM-11:00 PM

5 MW

170 MW

196 PEAK GENERATION

GOING OFFLINE

NATURAL GAS SIMPLE CYCLE

5 MW

$250/MW

30 MIN

8:00 PM

LOSE 10 MW

(2 TAGS)

160 MW

184

NATURAL GAS SIMPLE CYCLE

10 MW

$90/MW

30 MIN

9:00 PM

LOSE 15 MW

(2 TAGS)

145 MW

167

NATURAL GAS SIMPLE CYCLE

5 MW

$90/MW

30 MIN

11:00 PM

LOSE 15 MW

(2 TAGS)

130 MW

150

NATURAL GAS SIMPLE CYCLE

10 MW

$150/MW

30 MIN

12:00 AM

LOSE 5 MW

(1 TAG)

125 MW

144

NATURAL GAS SIMPLE CYCLE

5 MW

$200/MW

30 MIN

1:00 AM

LOSE 10 MW

(1 TAG)

115 MW

132

HYDROPOWER PEAK

10 MW

$70/MW

5 MIN

HYDROPOWER PEAK

5 MW

$50/MW

5 MIN

HYDROPOWER PEAK

10 MW

$90/MW

5 MIN

STORAGE OPTIONS COMPRESSED AIR

10 MW

PUMPED STORAGE HYDRO

20 MW

FLYWHEEL

5 MW

SOLAR THERMAL

10 MW

BATTERY

20 MW

TIME

ONLINE

OFFLINE

TIME

ONLINE

OFFLINE

pumped storage max 10 hours availability flywheel max 5 minute availability battery storage max 4 hours availability

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MASTER

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. We recommend that you discuss with your class the variability of measurement and let them come up with a standard for collecting data. They may decide to go with the lowest reading, the highest reading, or the reading that appears most frequently in a certain time period.

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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MASTER

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 x1/100 000 000 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 I = V/R R = V/I

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.

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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Turbine Assembly Instructions You Will Need 3 Legs 1 Center hub 1 Locking disc 1 Wood tower Nacelle (pre-assembled) Gears 12 Hole crimping hub Blades

Tower Assembly Center Hub

Leg

Wood Tower Locking Disc

1. Lock one leg onto the center hub. 2. Attach the two other legs in the same way. 3. Slide the locking disc onto the tower about 3 inches. 4. With the teeth of the locking disc pointing down, insert the tower into the center hub, locking the tower in place.

Turbine Nacelle 1. The turbine nacelle comes pre-assembled as part of the NEED wind kit. The hub, gears, and motor can be removed and rearranged, depending on the investigation. See page 31 for directions on changing gears.

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Turbine Nacelle

Turbine Gears and Motors 1. The 16, 32, or 64 tooth gear will lock into the small Hex-Lock. You can choose to mount the gear on either side of the nacelle, but we recommend mounting your gears on the side of the nacelle opposite from the hub. This makes it easier to interchange gears and manipulate your blade pitch. 2. You will now need to move your DC motor up or down so that the pinion gear (the smallest gear in a drive train) meshes with the gear on the hub.

64-tooth Gear

32-tooth Gear

16-tooth Gear

Hex-Lock

NOTE: If you are using the largest gear size, you will notice that it will only fit with regular nuts under the motor mounts, as wing-nuts are too tall. If you are using the smallest gear size, you will have to use regular nuts above the motor mounts. Give the hub a spin to make sure that the gear turns and rotates the small pinion gear on the motor.

Use the nuts to adjust the motor up and down so the gears mesh.

USING THE 16-TOOTH GEAR (SMALLEST RATIO) Since the 16-tooth gear is so small, it is challenging to get the generator high enough in the main body to mesh gears. In order to use this small ratio, you have to use the thinner generator. Remove the upper half of the motor mount and slide a small cardboard or folded paper shim in between the generator and the main body housing. You will have to adjust the width of this shim to get the gears to mesh perfectly. Tighten the nuts below the motor mount to secure the generator in place. If the gears do not mesh well, adjust your shim.

Adding the Hub and Blades

Hub Quick-Connect

1. The HEX shaped driveshaft allows you to connect the Hex-Lock to the driveshaft. If you mount your gears or a weightlifting spool on the back of the nacelle, it will not slip on the driveshaft. 2. The Hex-Lock allows you to quickly interchange and lock gears in place on the driveshaft. Your gear will fit snugly onto this adapter. Slide the Hex-Lock and your gear up the driveshaft right behind the hub, as shown in the picture. Again, be sure to line up the main drive gear with the pinion attached to your DC motor. 3. The completed nacelle will slide right onto your tower. You can secure the nacelle in place by screwing in one or two more small screws in the holes at the bottom of the nacelle.

Hub

4. Turn the knob on the front of the hub to loosen the two hub sides. Do not turn the knob too far or the hub will separate completely. 5. Place the blades into the slots. Tighten the hub to hold the blades in place.

Video Assembly Instructions Vernier and KidWind teamed up to provide a short video showcasing turbine assembly from beginning to end. The Vimeo© video can be found on Vernier’s website, www.vernier.com, and also by visiting https://vimeo.com/114691934.

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Monopile Template

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BINGO

OFFSHORE WIND A. Has used wind energy for transportation

B. Knows how tall an offshore wind turbine can be

C. Can name two renewable energy sources other than wind

D. Can explain how wind is formed

E. Knows what an anemometer does

F. Can describe how electricity is transported from offshore to the coast

G. Can name two factors to consider when siting an offshore wind farm

H. Knows how electricity is generated by a wind turbine

K. Can describe the wake effect

L. Knows the energy efficiency of a wind turbine

O. Knows the name of the foundation pole used in shallow, sandy waters

P. Knows what a gear box does

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E NA M

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ME ME NA

ME E

NA M

N. Can name two myths many people believe about wind turbines

M. Can name the location of the first U.S. offshore wind farm

Knows how wind speed is measured

Has seen a modern wind turbine

Applicable Virginia SOLs PHYSICS PH.1 The student will demonstrate an understanding of scientific and engineering practices by a. asking questions and defining problems b. planning and carrying out investigations

ES.12 The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land. Key ideas include a. weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans; b. weather patterns can be predicted based on changes in current conditions;

c. interpreting, analyzing, and evaluating data d. constructing and critiquing conclusions and explanations

LIFE SCIENCE

e. developing and using models

LS.9 The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include

f. obtaining, evaluating, and communicating information PH.4 The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions.

a. changes in habitat can disturb populations; b. disruptions in ecosystems can change species competition; and

PH.5 The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include

c. variations in biotic and abiotic factors can change ecosystems.

PHYSICAL SCIENCE

a. waves have specific characteristics;

PS.5 The student will investigate and understand that energy is conserved. Key ideas include

b. wave interactions are part of everyday experiences; and c. light and sound transmit energy as waves.

a. energy can be stored in different ways;

PH.8 The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include

b. energy is transferred and transformed; and c. energy can be transformed to meet societal needs. PS.6 The student will investigate and understand that waves are important in the movement of energy.

a. circuit components have different functions within the system; b. Ohm’s law relates voltage, current, and resistance; c. different types of circuits have different characteristics and are used for different purposes; d. electrical power is related to the elements in a circuit; and e. electrical circuits have everyday applications.

PS.9 The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas include a. weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans; b. weather patterns can be predicted based on changes in current conditions;

EARTH SCIENCE ES.6 The student will investigate and understand that resource use is complex. Key ideas include a. global resource use has environmental liabilities and benefits; b. availability, renewal rates, and economic effects are considerations when using resources; c. use of Virginia resources has an effect on the environment and the economy; and d. all energy sources have environmental and economic effects.

c. models based on current conditions are used to predict weather phenomena; and d. changes in the atmosphere and the oceans due to natural and human activity affect global climate. LS.9 The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include a. electric circuits transfer energy; b. magnetic fields cause the magnetic effects of certain materials;

ES.10 The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include

c. electric current and magnetic fields are related; and d. many technologies use electricity and magnetism.

a. chemical, biological, and physical changes affect the oceans; b. environmental and geologic occurrences affect ocean dynamics; c. unevenly distributed heat in the oceans drives much of Earth’s weather; d. features of the sea floor reflect tectonic and other geological processes; and e. human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

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Exploring Offshore Wind Evaluation Form State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again? Please explain any ‘no’ statement below.



Yes



How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

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Exploring Offshore Wind Teacher Guide

www.NEED.org

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1.800.875.5029

www.NEED.org

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Exploring Offshore Wind Energy (Teacher Guide)

Articles inside

Applicable SOLs for Activities

Turbine Assembly Instructions

Incident Cards

Materials

Offshore Wind Energy Assessment

Rubrics for Assesment

Measuring Electricity Master

4-Blade Windmill Template

Digital Anemometer Master

Standards Correlation Information