Wind for Schools by NEED Project

Wind for Schools

-20

Data-driven lessons and activities designed to support and incorporate small wind systems into the classroom learning environment.

Grade Levels:

Pri Ele

Int

Elem

Elementary

Pri

Sec

Secondary

Ele

Int

Intermediate

Sec

Subject Areas: Science

Social Studies

Math

Language Arts

Technology

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

Barbara Lazar Albuquerque, NM

James M. Brown Saratoga Springs, NY

Robert Lazar Albuquerque, NM

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.

Mark Case Randleman, NC

Leslie Lively Porters Falls, WV

Teacher Advisory Board

Amy Constant Schott Raleigh, NC

Melissa McDonald Gaithersburg, MD

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

Nina Corley Galveston, TX

Nicole McGill Washington, DC

Samantha Danielli Vienna, VA

Hallie Mills St. Peters, MO

Shannon Donovan Greene, RI

Jennifer Mitchell Winterbottom Pottstown, PA

Nijma Esad Washington, DC

Mollie Mukhamedov

Linda Fonner New Martinsville, WV Teresa Fulk Browns Summit, NC Michelle Garlick Long Grove, IL Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash DaNel Hogan Tucson, AZ Greg Holman Paradise, CA

Permission to Copy

Port St. Lucie, FL

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.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org ÂŠ 2019

ÂŠ2019 The NEED Project Wind for Schools

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Wind for Schools

This guide was created with the support of the National Renewable Energy Laboratory, Idaho National Laboratory, and the U.S. Department of Energy’s WINDExchange program.

Table of Contents Standards Correlation Information

Siting and Mapping

Materials

Engineering Expertise

Teacher Guide

Submit an Estimate

Internet Resources

Wind Turbine Point of View

Average Wind Speed Master

Wind in the Community

SkyStream Master

Floating Turbine Design Challenge

Collecting Weather and Wind Turbine Data

U.S. Population Density Map

Data Collection

U.S. Transmission Grid Map

Measuring the Wind Master

U.S. Offshore Wind Resources Map

Build an Anemometer

U.S. Seafloor Depth Map

Blade Design Challenge

Developer Proposal Worksheet

Blade Design Challenge Rubric

Offshore Wind Development Project

Calculating Wind Power

Wind Careers—Personal Profile Page

Wind Energy Math Calculations

Energy Geography Part 1

Sample Graphs From the Wind for Schools Portal

Energy Geography Part 2

Wind Speed and Turbine Electricity Generation

Final Country Map

Turbine Comparison Chart

Culminating Activity Checklist

Electric Nameplate Investigation

Student Informational Text

What Can the Wind Power?

Wind Energy Timeline

Cost of Using Machines

Wind Glossary

Measuring Tall Objects

Evaluation Form

Siting Summary

Special thanks to: Remy Pangle, Virginia Center for Wind Energy, JMU Robi Robichaud, NREL Ian Baring-Gould, NREL Idaho National Laboratory KidWind Wind Application Centers

Cover image courtesy of Idaho National Laboratory

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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 listed above. For a more detailed breakdown of NGSS and Wind for Schools activities, head to www.NEED.org//Files/curriculum/webcontent/NGSSandNEEDWindEnergy.html.

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.

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Materials The table below contains a list of materials needed for hands-on or laboratory activities. There are several activities that are not listed below that do not require materials other than pencils, paper, and copies. Refer to the activity instructions within the teacher guide for more specific instructions. This unit works very nicely with NEED’s wind curriculum kits. Visit shop.NEED.org for more information on these kits. Contact NEED if you have any questions or difficulty locating a certain item.

ACTIVITY

MATERIALS NEEDED

Measuring the Wind

Pencils Snow cone cups Long straws Tape Hole punches Rulers Scissors

Straight pins Markers Stopwatch Wind gauge (for measuring wind speed) Wind vane Compass

Inquiry Investigations

Model turbines Fans

Blade materials Multimeters

Wind Power

Model turbines Student created blades

Multimeters

Predicting Electrical Output

Poster board

Wind Speed and Electricity Generation Rulers

Energy Use and Cost Analysis

Pluggable appliances and devices

Siting the School Turbine

Straws Cardstock String

Siting and Mapping

Colored pencils

Building a Floating Turbine

Recycled or found materials to include: cups, plastic containers, cardboard, foam, etc. Various adhesives Scissors or box cutters Construction tools as needed

Large tub or aquarium Water Fan Ruler Timer

Offshore Wind Developer

Colored pencils

Highlighters

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Bolts Meter stick Calculators

Teacher Guide Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12 *See activities for suggested grade level appropriateness.

Time Approximately 3 weeks, using 45-50 minute class periods

Science Notebooks Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using these. In addition to science notebooks, student worksheets have been included in the 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.

& Background Schools around the country are looking for opportunities to reduce their energy consumption and create enriched educational opportunities for their students. This unit is designed for use in schools with wind installations in their community or schools considering installing small scale wind turbines, but can be used by any school where energy education is a priority. These data-driven lessons and activities support the installed technology in the school community. Students will gain insight into how electricity is generated from wind and the benefits of renewable energy and energy efficiency. These activities, coupled with technology available locally, will provide students with an opportunity to learn first-hand about employment opportunities in emerging renewable energy technology fields.

Unit Preparation Make copies of the Student Informational Text, Wind Energy Timeline, and Wind Glossary, pages 70 - 90, for each student to use throughout the unit. A full page map of wind speeds at a height of 80 meters is included on page 24. Color maps from the National Renewable Energy Laboratory’s (NREL) WINDExchange program of wind speeds, both onshore and offshore, can be found online at https://windexchange.energy.gov/maps-data/319. Throughout the activities, students are directed to the Wind for Schools Portal, a data library to access real-time data. To access the portal, go to the following website: http://en.openei.org/wiki/Wind_for_Schools_Portal. Familiarize yourself with the activities included. Select the activities you will use based on grade level, content covered, and time allowed. Gather materials needed for the activities selected.

Unit Introduction  Objective Students will be able to list basic facts about wind.

Procedure 1. Begin the unit by activating students’ background knowledge about wind by asking, “What do you think you know about the wind?” Have students record responses in a science notebook, on chart paper, or on an interactive board. Depending on the age of your students, a KWL chart will work for keeping track of student ideas. 2. Students should read the informational text and timeline on pages 70 - 86. 3. Throughout the unit, students will revisit what they know and weigh it against new information they are learning. Talk with students about new learning and how that learning has changed or added to what they know.

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Ongoing Activity: Collecting Weather and Wind Turbine Data Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to gather real-time data and analyze how weather impacts the electrical output of a wind turbine.

 Materials Internet access Skystream master, page 25 Collecting Weather and Wind Turbine Data worksheet, page 26, for each student Data Collection chart, page 27 Spreadsheet software (optional)

2 Preparation Data collection is an important part of this unit. Decide when in your unit you would like students to start collecting data. You should also decide the length of time you would like students to collect data. It is recommended that you collect data for a minimum of two weeks. Make copies of the Data Collection chart for as many weeks as you select. You may also choose to create your own spreadsheet for data entry and analysis. It can easily mirror the one within the guide, or reflect data points you select. Students can also create their own graphs for analysis from the spreadsheet. Consider assigning a student or group of students the responsibility of collecting data from your own school’s turbine (if you have one). It can be enriching to incorporate and analyze your own turbine’s data, as it is so close to home. It can also lead to interesting discussions about siting and output, when comparing your local turbine to that of others on the website.

Procedure 1. Divide the students into small groups. Assign each group a turbine location to study from the Wind for Schools Portal. Show students the Skystream master and describe sample specifications for turbines like those they will be studying. 2. Have students work in their groups to first learn about the geography and topography of the local and regional area where their turbine is located. Students can use an atlas, map, or internet mapping sites to find this information. Students record their findings on the Collecting Weather and Wind Turbine Data worksheet. Example mapping sites include: https://www.google.com/earth/; and https://viewer.nationalmap.gov/basic/. 3. Discuss the additional directions for collecting data using the Collecting Weather and Wind Turbine Data worksheet. Students need to collect data every day at the same time and record it in the chart you have selected for their use. 4. When the collection period has ended, students should create presentations and share their findings with their peers. 5. With the class, discuss the differences in turbine output and what factors led to the highest electricity generation.

 Note You may decide to have multiple classes collect data on the same turbines, or have students collect data as homework, so you will have data from multiple times that students can analyze. Collecting data at different times of the day or year will allow for daily and seasonal analyses as well.

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Activity 1: Measuring the Wind Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8

 Objective Students will be able to use environmental clues to assess wind speed.

 Materials FOR EACH STUDENT OR PAIR

Pencil 5 Snow cone paper cups 2 Long straws Tape 1 Hole punch Ruler

FOR THE CLASS Scissors Straight pins Marker Stopwatch Build an Anemometer worksheet, page 29

Wind gauge (for measuring wind speed) Internet access Wind vane Compass Measuring the Wind master, page 28

2 Preparation Gather supplies listed above and set-up assembly stations.

Procedure 1. Discuss with the students what evidence they can use in the environment to predict wind speed. Share with students the Beaufort Scale and Griggs-Putnam Index. Project the Measuring the Wind master and discuss the scales. Have students predict how windy it might be outside. 2. Students should construct anemometers individually or in pairs, using the Build an Anemometer worksheet. 3. Take students outside with their science notebooks, anemometers, and writing utensils, along with the class wind vane and wind gauge to make wind observations. Begin by having students record the direction the wind is blowing. Do one or two observations as a class and use wind gauges and anemometers to take wind measurements to compare to their predictions. Then let students explore different areas around the school grounds and record a few wind speed observations and predictions independently.

Activity 2: Inquiry Investigations Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to list different variables that impact the electrical output of a wind turbine.

 Materials Model turbines Fans Blade materials (poster board, foam board, cardboard, fabric, balsa wood, etc.)

Multimeters Internet access Wonders of Wind, Energy From the Wind, or Exploring Wind Energy Teacher Guide

Additional materials needed for each lesson listed in Teacher Guide

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Procedure 1. In NEED’s wind curriculum series you will find hands-on inquiry investigations for students. Investigations in Wonders of the Wind (grades 3-5), Energy From the Wind (grades 6-8), and Exploring Wind Energy (grades 9-12) lead students through guided inquiry activities using model wind turbines. Students will explore the effects of one variable at a time including pitch, surface area, mass, number of blades, gear ratios, and blade aerodynamics, before designing their own blades to achieve maximum electrical output. Blade investigations for primary students can be found in NEED’s Wind is Energy guide (grades K-2). NEED wind guides are available for free download as a PDF from shop.NEED.org.

Extensions Teachers may be interested in guiding their students through a more complete design process. You may choose to use the Blade Design Challenge on page 30 with your students. A rubric to assess these projects can be found on page 31.

Activity 3: Wind Power Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to calculate wind power using model turbines.

 Materials Calculating Wind Power worksheet, page 32 Wind Energy Math Calculations worksheets, pages 33-34

Model turbines with student blades Fans Multimeter

Procedure 1. Make copies of the worksheets, as necessary, for each student. 2. Use a group’s wind turbine and place it in front of a fan. Put the fan on a low speed and tell students how much electricity is being generated. Ask the class what they notice about the blade rotation. 3. Ask students to predict how, or if, the blade rotation will change if you turn the fan on a higher speed. How will the electrical output be affected? 4. Give students the Calculating Wind Power worksheet. Have students use the turbines and final blade designs to complete the calculations. 5. Select a turbine from the comparison tab of the Wind for Schools Portal. Have students look at average wind speed and power output. Ask students the following questions for discussion: Why is it that on some days the power output and wind are very closely related and on other days they are not? What is the connection between rpm and power output? 6. Additional math exercises explaining the turbine’s swept area, tip speed ratio, and revolution time can be found on the Wind Energy Math Calculations worksheets.

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Activity 4: Predicting Electrical Output Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to analyze different variables that affect the electrical output of working wind turbines.

 Materials Internet access Websites: � Wind for Schools Portal - http://en.openei.org/wiki/Wind_for_Schools_Portal � National Weather Service - www.weather.gov � Weatherbug - www.weatherbug.com � Google Earth - www.google.com/earth/ Poster board or other presentation materials

Procedure 1. Share the Wind for Schools Portal with students. Review the graphs accessible from the site and talk about the information that can be learned from the graphs. Sample graphs can also be found on page 35. (Make sure to click on the interactive chart link to see more graph options.) 2. Assign students to work in groups, each studying different wind turbines linked to the Wind for Schools Portal. 3. Within each group, assign students to the different jobs set forth below. Students should take notes in their science notebooks and analyze the information they find on the Wind for Schools site and other resources. Geographer—Find the elevation, latitude, and longitude for the wind turbine site. Be able to describe the physical geography of the immediate location and surrounding area. Daily Power Analyst—Look at daily data, real-time, and interactive charts. What patterns emerge? Monthly Power Analyst—Look at monthly data, real-time, and interactive charts. What patterns emerge? Meteorologist—Research what the weather has been like for the past month. Find as many details as possible including temperatures, precipitation, and storms. Also find the forecast for the upcoming week. 4. After students finish their specific assignments, they will reconvene as a group and share information with each other. Together, students should discuss what variables they think played a role in choosing the site for the assigned wind turbine. Using the weather forecast, the group should predict what the power output will be for their assigned turbine for the week. Students should support their predictions with data found in their research. 5. Over the following week, students should check the Wind for Schools Portal and compare their predictions to actual results. In their science notebooks, students should reflect on the data. Are the predictions close? Why or why not?

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Activity 5: Wind Speed and Electricity Generation Suggested Grade Levels Elementary, grades 3-5

 Objective Students will be able to identify the optimum wind speed for a given turbine.

 Materials Wind Speed and Electricity Generation worksheet, pages 36-37 Rulers

Procedure 1. Explain to students that turbines can operate at various wind speeds. Students might think that higher speeds will always be better for generating electricity. However, turbines have limits to the speeds at which they operate best. If necessary, review the “Modern Wind Turbines” section in the student text. 2. Provide a copy of the worksheet for each student. 3. Explain to students that the chart shows different sites that all have turbines installed. Ask students to compare the other data in the chart and complete the questions. It is important to note that all of the sites have turbines of the same size and capacity to generate electricity. You may decide if you wish to share this with students ahead, or if you wish for them to gain it from the chart. 4. Review student answers and show students real-time data from the Wind for Schools Portal to set up the next two activities. While activities 6 and 7 may be more appropriate for older students, this activity can appropriately link activities 1 and 2 to activities 6 and 7, allowing students to start to compare the differences between small turbine models and identify why someone might use one model over another in a specific area.

NOTE: The data for this activity was compiled using a power curve for a Skystream turbine. It may be helpful to show students page 25 and the power curve to demonstrate that at very high speeds, this model may produce less than at lower speeds.

Activity 6: Comparing Turbine Models Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to describe and identify different turbine designs and why they are more effective in certain areas than others.

 Materials Average Wind Speed map, page 24 Turbine Comparison Chart, page 38

Internet access

Procedure 1. Make copies of worksheets, as needed. 2. Students should look at the Turbine Comparison Chart. Have them use the chart to answer the following questions: Looking at the chart, what can you infer about the turbines? What information did you expect? Is there anything that surprises you? What variable seems to have the greatest impact on power generation? 3. Using the Average Wind Speed map, other NREL wind maps (https://windexchange.energy.gov/maps-data/), and other websites such as Google Earth, have students find appropriate locations for three wind turbines of different sizes. 4. In their science notebooks, students should explain why they think the site they chose would be a good location for a turbine. ©2019 The NEED Project Wind for Schools

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TURBINE COMPARISON CHART SKYSTREAM 3.7

BWC EXCEL

V52 850 KW

GE 1.5 MW

V82 1.65 MW

V80 2.0 MW

V90 3.0 MW

RATED CAPACITY (kW)

2.4

8.9

850

1,500

1,650

2,000

3,000

RATED WIND SPEED (m/s)

ROTOR DIAMETER (m)

3.72

7.00

52.00

77.00

82.00

80.00

90.00

SWEPT AREA (m2)

10.87

38.48

2,124

4,657

5,281

5,027

6,362

ROTOR SPEED (rpm)

50-330

390

14.0 – 31.4

10.1 – 20.4

14.4

10.8 – 19.1

8.6 – 18.4

10.4-21.3

18-43

65-86

65/80

59/68.5/70/78

60/67/78/100

65/80

HUB HEIGHTS (m)

Activity 7: Comparing Small Wind Models Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to compare and contrast small wind turbine models.

 Materials Internet access

Procedure 1. Have students research small wind turbines from the sites listed below, and other models as appropriate. www.windenergy.com www.bergey.com 2. Students should create a table to record specifications of the different models including rated capacity, rated wind speed, revolutions per minute (rpm), blade length, rotor diameter, swept area, tower height, weight, gear types, and price. Select specifications based on the students and their familiarity with terms and vocabulary. 3. Discuss with students what differences exist between the different models, and why one model might be chosen over another.

Activity 8: Energy Use and Cost Analysis Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12

 Objectives Students will be able to determine the energy requirements and calculate the cost of using several electrical appliances. Students will be able to describe that different wind systems are capable of powering different loads.

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 Materials Electric Nameplate Investigation worksheet, page 39 What Can the Wind Power? activity, pages 40-41

Cost of Using Machines worksheet, page 42 Pluggable appliances

Procedure 1. Make copies of the worksheets, as needed. 2. Show students an example of an electric nameplate. Explain the different parts of the nameplate. Make sure that students understand how to calculate wattage if it is not listed on the nameplate. Use the Electric Nameplate Investigation worksheet for examples. 3. Allow students time to find the nameplates on appliances and machines located in the classroom and around the school. Students should record the information on the Electric Nameplate Investigation worksheet, or in their science notebooks. 4. Gather the students back together and discuss how often some of the appliances and machines are used. For example, how many hours do they think the computer is on each day? Each week? Each year? What appliances and machines are used the most, which are used rarely? 5. Using the What Can the Wind Power? activity, have students calculate the daily electricity use in the classroom. They should calculate the average daily electricity output of various wind turbines and decide which one would best meet their needs. 6. Give students the Cost of Using Machines worksheet. Have students calculate the cost of the appliances and machines they found. 7. Discuss as a class what was learned during this activity. Can students and teachers change the way they use these machines? Would changing behavior be important? What are some reasons a school, business, or home would consider installing a turbine if they are expensive?

 Technology Connection Instead of nameplate math, students can use Kill A Watt® meters to quickly determine the wattage consumed by pluggable devices.

Activity 9: Siting the School Turbine Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to locate the best area for their school’s (actual or fictional) wind turbine installation.

 Materials Measuring Tall Objects worksheets, pages 43-44 Internet access Straws Cardstock

String Bolts Meter stick Calculators

Procedure 1. Make copies of the worksheets, as needed. 2. Students should read the siting criteria for the Skystream and make a list of the requirements for a wind turbine. Have students visit www.windenergy.com and research siting requirements for the Skystream. 3. Using internet resources, students should obtain wind data for your area.

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4. Teach students how to measure tall objects using the Measuring Tall Objects worksheets. 5. Allow students to go outside to analyze the school grounds. Students should find at least three different locations and measure the height of buildings, trees, and any other objects that are potential obstacles in a 250 foot radius of the site they are testing. 6. Ask students to brainstorm a list of other questions and concerns they might need to consider when siting their turbine (how is the land used, noise, wildlife, distance to building, etc.). What potential hang-ups might one face when siting a turbine? Students should also think of potential solutions or answers. 7. Have students write about or present what they believe is the best location for the school wind turbine and support their choice of location with data from their research and observations. Students should include information on how high the tower should be, and what type of tower, guide wire, or monopole would be most appropriate. Students should address the potential questions or concerns they’ve anticipated within their writing or presentation.

 Home Extension Encourage students to survey their home property and see whether a turbine would be possible or economical. Students should explain why or why not.

Activity 10: Siting and Mapping Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8

 Objectives Students will be able to read a wind rose and interpret the most likely wind directions. Students will be able to analyze information about an area (map, descriptions, etc.) and select good and bad areas to site a wind turbine or wind farm.

 Materials Colored pencils Siting Summary master, page 45 Siting and Mapping worksheet, pages 46-47 Engineering Expertise activity, pages 48-49

Procedure 1. Prepare a copy of the master to project, or make individual copies to share with students. 2. Introduce students to the concept of siting, or picking a location for a wind turbine or wind farm. Review the student informational text about winds and the placement of wind farms, and project the master. 3. Point out the wind rose on the master. Review cardinal directions if necessary, and explain to students that a circle has 360 degrees. The numbers in the circle of the wind rose match up to cardinal directions. Have students write or place the directions (north, south, east, west, and others) beside the coordinating degrees if necessary. 4. Explain that a wind rose is used to show us where the wind is most often coming from at any one spot and is created from meteorological wind date over time. The bigger the wedge, the more often wind comes from that direction. Ask students to tell you which direction(s) the wind comes from on the example on the master (northwest and south). Explain that sometimes a site has wind coming from one direction most of the time, but in some places, wind can be more variable, as shown in this wind rose. This example is more complex than the one students will work with in the activity. The activity uses a simpler wind rose, which has wind coming predominately from one direction.

CONTINUED ON NEXT PAGE

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5. Review the turbulence and object height graphic on the master. Ask students what other examples of land and manmade features might cause turbulence. Ask students to brainstorm ideas for how engineers might get around this (e.g., make turbines taller than trees or buildings, put the turbines in empty space that is clear, etc.). 6. Review the map image and the bullet points at the bottom of the master. Ask students to point out where they might put a wind turbine and why they think these spots might be good spots for a wind turbine. (They should choose a spot where there are no buildings or trees close by in the direction of the wind. The area south of the river might look empty, but a house is in the way in the direction of the wind. Thus, the western portion of the map is best.) 7. Explain to students that they will become the engineers. Pass out the Siting and Mapping activity and explain that they will analyze the map using the siting information they have just learned. It may be helpful to keep the master projected as students work. 8. Once students have completed their map shading and written their paragraphs, place students into small groups or pairs. Have students share thoughts with the small group or buddy. Ask students if they learned anything from each other. You may choose to discuss the best siting options as a class, or move on to the Engineering Expertise activity without reviewing. 9. Pass out the Engineering Expertise worksheet as an assessment. Explain the email chain to students and allow them to construct their responses. It may be necessary to remind students that in this case, these emails are professional correspondence and should include good sentence structure and the vocabulary they have learned during the unit.

 Note This activity is designed for younger students using just one turbine, however, the activity and map could be easily modified to include more turbines and more obstacles to create an added challenge for older students.

Extensions Give students an opportunity to perform a "walk about" on the school grounds, creating a map and siting possible locations for a turbine. Pull historical weather data and ask students to create a wind rose for your school.

Activity 11: Submit an Estimate Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to work in teams to prepare a plan and submit a bid for installing a wind turbine on a residence.

 Materials Submit an Estimate worksheet, page 50

Procedure 1. Make copies of the worksheet for groups. 2. Give students the Submit an Estimate worksheet. Students will work in small groups to prepare an installation plan and submit a bid. In the bid, students should make a case for why they should be chosen to install the turbine. 3. Items to consider when assessing student work include contingency, permitting, insurance, and bonding.

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Activity 12: Wind Turbine Siting and Point of View Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8

 Objectives Students will be able to identify the possible concerns and perspectives of community members. Students will be able to identify pros and cons of a wind turbine installation.

 Materials Wind Turbine Point of View worksheet, pages 51-52

Procedure 1. Explain to students that they are going to pretend they are a city council and prepare for the placement of a new wind turbine in the community. As the city council trying to pick the best site for the turbine, they must try to plan for how the community will react, what concerns and questions they might have, and what types of incentives will satisfy the landowners and entire community. 2. Explain to the students that there are often tax benefits and landowner payments that occur when installing turbines. This will be important to their community. When installing a turbine, the landowner, be it a farmer, city borough, rancher, or even a homeowner, will commonly lease their land to the turbine operator. It is basically as if they are renting their land to the wind turbine’s owner. Lease payments may depend on the agreement and where the turbine might be located. In the case of farmers, ranchers, or townships, these lease payments help a landowner earn money back on the land they cannot use for farming, grazing, or developing in other ways. Not only does the turbine owner pay a lease, but they must also pay taxes to the community. These taxes can go to services and facilities in the community, such as schools, recreation programs, or senior centers. 3. Provide a copy of the worksheets to each student. 4. Ask students to complete the first portion of the activity individually. 5. Have students form small groups and share their answers. As a group, ask the students to identify at least one community member or role that was not included on the list, and identify what their opinion might be. 6. Discuss answers and group suggestions as a class. 7. Assign the small groups to complete one of the challenge projects. Add additional options, or select one option to provide enough freedom or structure as necessary for your students. Provide a timeline for completing the project. Allow student groups to share their challenge project work samples.

Activity 13: Wind in the Community Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to describe the impact a wind farm will have in a community from three different perspectives.

 Materials Wind in the Community worksheet, page 53

Procedure 1. Make a copy of the worksheet for each student. 2. Instruct students to answer the questions from each of the three perspectives identified on the worksheet.

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Extension Have the class complete the Siting a Wind Farm activity found in Exploring Wind Energy Student Guide. Students will explore and consider the concerns, challenges, and opinions of multiple stakeholders in this debate-style, mock town hall meeting.

Activity 14: Building a Floating Turbine Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objectives Students will be able to construct a floating structure model of a wind turbine. Students will be able to identify the challenges present in constructing functional offshore wind facilities and transporting the electricity to where it is needed.

 Materials Recycled or found materials such as cardboard, cups, plastic containers, foam, paper, straws, etc. Various adhesives Scissors and/or box cutters Construction tools as needed Large tub or aquarium Water Fan Floating Turbine Design Challenge worksheet, page 54

Procedure 1. Gather sample supplies from a recycle bin, garbage receptacle, and/or art supply cabinet. Fill a tub with water and make sure to set up the fan so that air can be directed over the top edge of the container to the models you will test. Make sure the fan is kept at a constant distance and speed while testing. 2. Make a copy of the worksheet for each student. 3. If desired, pre-select student groupings. Allow students time to get into their groups. 4. Discuss the objective as a class. If necessary, preview the objective a few days before beginning, to allow students to gather supplies from home based on their group’s thoughts. 5. Review the student text on offshore wind and wind development and discuss why floating wind turbines could be an important solution for some areas. 6. Review the process of basic engineering and design, if needed. Encourage students to research other offshore wind turbine information. 7. Clarify any design questions students may have based on the design parameters. You may add additional objectives to increase the difficulty level for students who need more of a challenge. See the additional challenge ideas in the extensions on the next page. 8. Provide students ample time to build and test their structure, evaluate problem areas, and spend time reengineering the model until it meets the design specifications. 9. After completing the activity, debrief with students and discuss what they learned. Let groups share their models and talk about their design and engineering processes they worked through. What did students learn about offshore wind turbines from building their models? How do their findings correlate to the real-world? What types of careers are involved in designing, building, and maintaining these structures? What additional challenges would they have if they needed to generate and transport electricity from their model to shore? 10. If time allows, ask students to pick an extension challenge on the next page and describe how they would alter their design to meet the challenge. Provide materials and extra time as allowable.

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Extensions Models must incorporate weight lifting. Each design should lift paper clips a specified number of centimeters. Add more paper clips with each successful trial. Have students calculate the work done by their model. Students should build their models to scale. Students should create a model that must be drilled into a foundation of sand/dirt in the bottom of the container using a straw. Models must stay afloat as mass is added to the platform. Models must stay afloat under severe weather conditions.

Activity 15: Offshore Wind Developer Suggested Grade Levels Elementary, grades 3-5

 Objectives Students will be able to describe offshore wind energy. Students will be able to list advantages and disadvantages of offshore wind energy. Students will be able to describe challenges developers face when trying to site an offshore wind farm. Students will be able to identify community stakeholders and their possible opinions on developing offshore wind.

 Materials Colored pencils Highlighters Sticky notes Chart paper Internet access (optional) Maps, pages 58-61 Developer Proposal Worksheet, page 62 Offshore Wind Development Project worksheet, page 63-64

Procedure 1. Prepare copies of the maps and the design worksheet for each student. It will be helpful to copy the maps in color. You may also opt to prepare digital copies that you may link to, for students to view from a tablet or computer screen. Where possible, it may also be helpful to have students use online mapping systems like www.eia.gov, or Google Earth. 2. Prepare a copy of the Offshore Wind Development Project worksheets for each student group. 3. Ask students to page through the student informational text or search online for pictures of wind farms. Make sure students get a good example of wind farms both on land and offshore. 4. As a class construct a Venn diagram citing student thoughts about the similarities and differences of offshore and on-land wind farms. Make note of any misconceptions about offshore wind farms during the discussion, so they can be corrected and clarified as the activity progresses. 5. Read the informational text as a class. Explain to the class that they will be acting as a developer in this activity, and that developers are in charge of finding the best location for a structure. Revisit the Venn diagram and correct any statements or add details as necessary. 6. As a class, make a list of all the things wind farm developers might have to consider or deal with when trying to find and build a site offshore. Keep this list visible for the class as they proceed through the activity.

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7. Display each of the maps. Explain to students that they will be comparing and synthesizing the information on each of the maps. Take time to discuss what each map is showing, as needed. Ask them to use highlighters and/or colored pencils to identify possible locations for 3-5 turbines. Each turbine needs to have plenty of space around it – at least one-tenth to one-half of a mile between each turbine. After students compare their maps, they will complete the Developer Proposal Worksheet, by marking off two possible GOOD locations in GREEN with numbers 1 and 2. They will label two possible POOR locations in RED using the numbers 3 and 4. In the bottom half of the page, they will write one sentence describing why they would or would not select this location, using information from their maps. 8. While students are working individually, pre-select groups for the development team part of the activity. After students have completed their individual work, explain that developers often work as teams to share the workload and cost of getting a large project started. Put students into their new development teams. 9. Explain that each group will have a team meeting, where they will each discuss and propose their two good and two poor locations. Each group should appoint one member to take notes on chart paper as each team member discusses their options. As a group, the team will then debate and pick the best spot from each member’s proposals. The group should mark their location on the Offshore Wind Development Project worksheet with a yellow star and list at least three reasons why this location is the winner on their chart paper. 10. Remind students that the water offshore can be leased like an apartment or car, but everyone who lives off of the water, works there, owns property nearby, cares for the local environment, and enjoys recreation there must agree to the project. As developers, they must be able to make sure power is produced and money is made, MOST people are happy and the environment will not suffer. On the second page of the project worksheet, groups must identify their possible stumbling blocks. First, they must list types of wildlife they might expect to be in the region. Second, they will list four community stakeholders that might have an opinion on the placement of their project. For each community stakeholder, groups must write 1-2 sentences describing the stakeholder’s opinion. 11. Hold a class developer conference. Ask each group to share their top locations. Are there any similarities? Why were some locations selected over others? Are there any spots that should be eliminated? Why? 12. Discuss each groups’ stakeholder opinions. Ask the class how they might decide which stakeholder’s opinion is most important? Ask the class what other maps, data, or information they might have to consider that were not included in the activity? 13. Revisit the Venn diagram and lists from earlier in the activity and address any misconceptions that may have arisen.

Extensions Gather a list of current grid-connected, research, and proposed offshore facilities. Ask students to map these sites and compare them to their proposed projects. Identify any areas that were and were not selected and discuss possible reasoning. Have students research wildlife that live around their proposed sites (birds, bugs, plants, fish). Have students determine the distance to shore from their proposed sites using proportions and a map scale.

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Activity 16: Wind Careers Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to describe careers associated with the wind industry.

 Materials Wind Careers—Personal Profile Page, page 65 Internet access

Procedure 1. Make a copy of the worksheet for each student. 2. Give each student the Wind Careers—Personal Profile Page. Students will fill out the worksheet thinking about their current and future skills, and what interests them. 3. Have students search the American Wind Energy Association job center at https://www.awea.org/resources/careers-in-wind for open positions. Students can also search specific wind company and utility websites for jobs. 4. Students should identify several jobs that they might be interested in and briefly list why each job stood out to them. 5. Older students should choose one job and write a cover letter explaining to the company why they would like the position and why they think the job would be a good fit. Younger students may make trading cards or a poster describing their job of choice.

 Online Resource NEED has two issues of Career Currents focused on the wind industry available online. The October 2006 issue includes interviews with a development engineer and operations manager. The October/November 2011 issue includes interviews with engineers, educators, and CEOs in the wind industry. You can find these Career Currents issues and others online at www.NEED.org/windmaterials.

Activity 17: Energy Geography Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Objective Students will be able to explain that geography often dictates what type of power plants can be developed in specific areas.

 Materials Internet access Energy Geography Part 1, page 66 Energy Geography Part 2, pages 67

Procedure, Part 1 1. Make copies of the worksheets, as needed. 2. Assign each student a different state. Students should draw a map of their assigned state on the Energy Geography Part 1 worksheet, and record the required information on this map. 3. Students should use the Energy Information Administration’s State Energy Profiles at www.eia.gov/state/ to learn about the energy

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resources in their assigned state. 4. Students should read the quick facts and overview of the state. 5. In particular, the student should examine the state’s energy map. Students should focus on the major electric power plants found in the state. 6. Using another map showing the state’s geography, students should identify the geographic features surrounding the different power plants. 7. Put students in groups of 4-6 to share what they learned with their peers. Students should compare plant locations and the geography of the states. What geographic features need to be available to make a site appropriate for a coal, natural gas, petroleum, solar, geothermal, biomass, nuclear, wind, or hydroelectric power plant?

 Technology Connection Students can also create and label their maps digitally to share with others, using mapping software, if available.

Procedure, Part 2 1. Using the Energy Geography Part 2 worksheets, assign students the task of creating an island nation. Students need to decide how big their nation is, and where it is located. The location should be in an area of Earth that is not currently occupied by a body of land. The island should have a variety of geographic features including mountains, plains, forests, and at least one major river and lake. Students should include at least three major cities on their island, and one resort city. 2. Students should draw a map of their island and include a key to identify geographic features. The final map should also include the country’s name and flag. 3. Once the nation’s geography has been defined, students need to plan what types of electric power plants will be built to supply their nation with electricity. 4. Students should look at the generating capacity for each type of electric power plant. They need to plan for at least 750 MW of generating capacity to meet the needs of their nation. Students need to add power plants to the map and add appropriate symbols to the key. Students need to be able to explain why they chose specific locations for each power plant. 5. Have a class discussion about the types of power plants chosen and what the benefits and challenges of each are. How are the citizens affected by the types of power plants? If tourism is a major industry, how is the tourism industry affected? What impact do the power plants have on the environment?

Culminating Activity 1 (for younger students) Suggested Grade Levels Elementary, grades 3-5 Intermediate, grades 6–8

 Background Students have, by this point in the unit, learned about wind formation, observing the wind, how to harness the wind’s energy, how to choose a turbine and appropriately site it, and how wind energy can offset their electricity consumption. This activity asks students to become the energy planner for their school and pick the best site for a turbine, and prepare resources to educate the school community on the benefits of the installation, the purpose for choosing the location, and to address the concerns they anticipate the community might have. This activity serves to compile the information students have worked on in previous activities and may be better suited for younger students who require more structure and who may not possess the math skills to have completed some of the other activities in the guide. Based on the students you are working with, you may select the number of tasks they should complete from the list, the type of product they should produce for each task, and how they are grouped to complete the tasks. You may also choose to add tasks to the list.

 Objectives Students will be able to educate others about wind energy benefits. Students will be able to locate the best area for a school’s wind turbine installation. ©2019 The NEED Project Wind for Schools

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 Materials Internet access or access to local data Wind measurement tools Culminating Activity Checklist, page 69

Procedure 1. Select tasks students will complete from the checklist. Decide what each work sample should look like for each task and prepare additional checklists for students, should more scaffolding be required. Objectives can be added or subtracted depending on the student population you are working with. 2. Split the students into groups to encompass multiple abilities and skills. 3. Explain to students that they will work together to plan for and educate the community on a wind installation at their school. When projects like this are taken on, it often requires that teams work on several varying tasks and compile them together. They will complete each of the tasks you have selected to piece together a presentation for their school community. 4. Check in on students and assign due dates for each selection if necessary. Ask that students share their work samples with the class at the end. 5. Evaluate the unit with your students using the evaluation form on page 93 and return it to NEED.

Culminating Activity 2 (for older students, and/or students with a local wind installation) Suggested Grade Levels Intermediate, grades 6–8 Secondary, grades 9–12

 Background Most of the activities in this guide can be done if your school does not have its own turbine. This activity is designed to be used as a culminating activity for students who have constant exposure to real-time data from their system. This activity is less-structured and geared more towards students of higher levels of instruction. Students will have the opportunity to monitor, record, and analyze data and share what the system is doing with others.

 Objectives Students will collect and analyze data from their local turbine installation. Students will be able to describe how their system’s electrical output compares to their classroom or building’s consumption. Students will be able to educate others about their system.

 Materials Internet access or access to local data

Procedure 1. Students will work together to plan and implement a community outreach project or presentation. This project or presentation can take many forms and should be student-driven. Final projects should aim to do all of the following: explain wind energy, describe the parts of a wind turbine system and how it works, describe your specific wind system and how it compares to others, identify factors used to site your turbine, describe local geography and weather conditions, showcase data collected (electrical output of your turbine), and outline your school’s electricity demands. Objectives can be added or subtracted depending on the number of students involved, type of outreach project selected, audience for the project, and level of your students. Example projects could include a public service announcement-style commercial, a community day or fair event with displays, a photo book, or even a song or play. 2. Evaluate the unit with your students using the evaluation form on page 93 and return it to NEED.

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Internet Resources Wind for Schools Portal: http://en.openei.org/wiki/Wind_for_Schools_Portal Additional Internet Resources

American Wind Energy Association: www.awea.org EIA Kids Page: www.eia.gov/kids Energy Information Administration (EIA): www.eia.gov Google Earth: https://google.com/earth/ KidWind: www.kidwind.org National Oceanic and Atmospheric Administration: www.noaa.gov National Renewable Energy Lab (NREL): www.nrel.gov National Weather Service: www.weather.gov NREL’s Wind Maps: www.nrel.gov/gis/wind.html The National Energy Education Development Project: www.NEED.org U.S. Bureau of Land Management: www.blm.gov U.S. Bureau of Ocean Energy Management: www.boem.gov U.S. Department of Energy: www.energy.gov U.S. Department of Energy, Office of Energy Efficiency and Renewable Energy: https://www.energy.gov/eere/office-energy-efficiencyrenewable-energy

U.S. Geological Survey National Map: https://viewer.nationalmap.gov/advanced-viewer/ Weatherbug: www.weatherbug.com WINDExchange, U.S. Department of Energy EERE, Wind Program: https://windexchange.energy.gov/ Xzeres Wind: www.windenergy.com

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Data: National Renewable Energy Laboratory

Faster than 9.5 m/s (faster than 21.3 mph) 7.6 to 9.4 m/s (17 to 21.2 mph) 5.6 to 7.5 m/s (12.5 to 16.9 mph) 0 to 5.5 m/s (0 to 12.4 mph)

Average Wind Speed at 80 Meters Altitude

AT 80 METERS HEIGHT

Average Wind Speed

MASTER

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MASTER

Skystream 3.7 by www.xzeres.com

The Original Skystream Personal Wind Turbine Designed for homes and businesses, the Skystream 3.7 paved the way as the first compact, all-inclusive personal wind generator (with controls and inverter built in) designed to work in very low winds. It produces up to 400 kilowatt-hours of clean electricity per month* and comes complete with Skyview™ monitoring software, so you can track Skystream’s performance right from your computer. What’s more is that Skystream, a certified wind turbine, is amongst the most highly tested wind turbines in history.

POWER CURVE Y: Power (Watts) X: Wind Speed (m/s) 2800 2400

Technical Specifications

2000

Power

2.1 kW at 11 m/s

1600

Max Power

2.4 kW at 13 m/s

Rotor Diameter

12 ft (3.72 m)

Weight

170 lb (77 kg)

Swept Area

115.7 ft2 (10.87 m2)

800

Type Downwind rotor with stall regulation control Direction of Rotation Clockwise looking up wind Blades (3) Fiberglass reinforced composite Rotor Speed 50-330 rpm Alternator Slotless permanent magnet brushless Yaw Control

1200

Passive

Grid Feeding 120/240 VAC Split 1 Ph, 60 Hz 120/208 VAC 3 Ph compatible, 60 Hz (Check with dealer for other configurations)

400 0

MONTHLY ENERGY PRODUCTION Y: Energy Production (kWh) X: Average Local Wind Speed (m/s) 900 800 700 600 500

Braking System

Electronic stall regulation with redundant relay switch control

200

Cut-in Wind Speed

8 mph (3.5 m/s)

Rated Wind Speed

29 mph (13 m/s)

User Monitoring

2-way interface

Survival Wind Speed

140 mph (63 m/s)

Operating Temperature

-40°F - 122°F (-40°C - 50°C)

Warranty

5 year limited warranty www.NEED.org

10 Wind Speed (m/s)

Battery Charging Battery Charge Controller kit available for battery charging systems

400 300

100 0 3.5

4.5

5.5

6.5 7.5 8.5 9.5 Wind Speed (m/s)

10.5

*Actual output will vary based on site conditions and tower height.

Collecting Weather and Wind Turbine Data ? Question  How does weather affect electricity generation?

One Time Procedure 1. Go to the Wind for Schools Portal, http://en.openei.org/wiki/Wind_for_Schools_Portal. Find the website for the school and turbine you have been assigned. 2. Use an internet mapping tool, such as Google Earth, to locate the school’s location including city, state, latitude and longitude, and elevation. Record this information at the top of your Data Collection table. 3. Using the map information, record the geographical features in the local and surrounding area below.

Every Day Procedure Important: Collect data every day at the same time. 1. Go to the National Weather Service website, www.weather.gov, and record the temperature, humidity, wind speed, wind direction, and general weather description. Community airports can also be helpful for finding weather data. 2. Go to the Wind for Schools Portal and record real-time data for your assigned turbine. Record power, volts, turbine speed (rpm), wind speed, daily energy, and total energy on your Data Collection worksheet.

 Analyze Look at your weather data and wind turbine data. Do you see any patterns developing? Find the mean, median, and mode for each category. Does the weather affect the output of the wind turbine? If so, how?

 Present Use your data to prepare a presentation. Your presentation should include graphics (tables, charts, graphs) created from your raw data. Explain to the class what effect you believe the weather has on electricity generated from wind.

Turbine Location and Surrounding Area Geographical Features:

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TOTAL ENERGY

DAILY ENERGY

WIND SPEED

TURBINE SPEED (rpm)

VOLTS

POWER

WIND DIRECTION

WIND SPEED

WEATHER DESCRIPTION

HUMIDITY

TEMPERATURE

DAY 1

DAY 2

DAY 3

Data Collection DAY 4

DAY 5

Data Collection Time

Turbine Location

DAY 6

DAY 7

MEAN

MEDIAN

MODE

MASTER

Measuring the Wind The Griggs-Putnam Index INDEX

TOP VIEW OF PLANT

SIDE VIEW OF PLANT

DESCRIPTION OF PLANT

WIND SPEED

No Deformity

No Significant Wind

Brushing and Slight Flagging

7-9 Miles per Hour 3-4 Meters

Slight Flagging

9-11 MPH 4-5 m/s

III

Moderate Flagging

11-13 MPH 5-6 m/s

Complete Flagging

13-16 MPH 6-7 m/s

Partial Throwing

15-18 MPH 7-8 m/s

Complete Throwing

16-21 MPH 8-9 m/s

VII

Carpeting

22+ MPH 10+ m/s

BEAUFORT SCALE OF WIND SPEED

BEAUFORT NUMBER

NAME OF WIND

Calm

Light air

Light breeze

Gentle breeze

Moderate breeze

Fresh breeze

Strong breeze

Near gale

Gale

Strong gale

Storm

11 12

Violent storm Hurricane

LAND CONDITIONS Smoke rises vertically Direction of wind shown by smoke drift but not by wind vanes Wind felt on face, leaves rustle, ordinary wind vane moved by wind Leaves and small twigs in constant motion, wind extends light flag Wind raises dust and loose paper, small branches move Small trees and leaves start to sway Large branches in motion, whistling in wires, umbrellas used with difficulty Whole trees in motion, inconvenient to walk against wind Twigs break from trees, difficult to walk Slight structural damage occurs, shingles and slates removed from roof Trees uprooted, considerable structural damage occurs Widespread damage Widespread damage, devastation

WIND SPEED (MPH)

WIND SPEED (m/s)

WIND SPEED (knots)

Less than 1

0-0.2

1-3

0.3-1.5

1-3

4-7

1.6-3.3

4-6

8 - 12

3.4-5.4

7-10

13 - 18

5.5-7.9

11-16

19 - 24

8.0-10.7

17-21

25 - 31

10.8-13.8

22-27

32 - 38

13.9-17.1

28-33

39- 46

17.2-20.7

34-40

47 - 54

20.8-24.4

41-47

55 - 63

24.5-28.4

48-55

64- 72 Greater than 72

28.5-32.6 32.7-36.9

56-63 64+

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Build an Anemometer ? Question  How accurate are various tools for measuring wind speed?

 Materials

½ cm

1 Pencil 5 Snow cone paper cups 2 Long straws Tape Hole punch Scissors 1 Straight pin Marker Watch with second hand Ruler

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

Diagram 2

2. Slide the straws through the holes in the cup, as shown in Diagram 1. 3. Color or mark one cup so that you can count the revolutions of the anemometer. 4. Use the hole punch to make two opposite holes in the other cups about 1 centimeter from the rim. Slide one cup onto the end of each straw, making sure the cups face in the same direction. Tape the cups to the straws. 5. Center the straws in the base cup. Slide the base cup over the pencil as shown in Diagram 2 and push the pin through the middle of both straws and into the pencil eraser as far as you can to anchor the apparatus. Lift the straws slightly away from the eraser on the pin so that the apparatus spins easily. You might need to stretch the pin holes in the straws by pulling gently on the straws while holding the pin in place. 6. Take your anemometer outside and measure the speed of the wind in several areas around the school by counting the number of revolutions in 10 seconds and using the chart to determine miles per hour (mph). Compare your results with those of other students in the class.

 Conclusions 1. How did your data compare to that of your class? 2. How could you change the design of your anemometer to make it more reliable?

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

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

Blade Design Challenge ? Question  How can turbine blades be manipulated to achieve the highest electrical output and work production?

Step 1: Pre-Design Questions 1. 2. 3. 4.

Will you use more than one factor or variable to achieve maximum electrical output? Identify which ones you will use. Will the shape of the blade affect the performance of the turbine? How? List the criteria you will use to determine the possible materials for your blades. Should one material or several be used? Why? How will they be combined if several are used?

Step 2: Ideas and Visual Design Possibilities 1. 2. 3. 4.

Sketch as many possible design solutions as you can think of. Choose your two best possible solutions and re-draw them, include measurements and materials. Compare your solution with your team, then agree on a final design choice. Sketch the final design including dimensions and any other important information associated with your team’s final choice. Consider drawing front, top, and side views with a cross-section and/or isometric view to show the necessary detail.

Step 3: Test and Re-Design 1. 2. 3. 4. 5. 6. 7. 8.

Test your blade design and record the electricity generated. Discuss with your team what modifications can be made to your design. Sketch and describe the modifications your team will make, being sure to list any material changes. Test your new design and record the results. Evaluate the design. Were your results better, the same, or worse than your previous blades? Why do you think this is? Repeat this process until you have tested four different blade designs/re-designs. In your science notebook, create a table of your results. Conference with other groups and list the results of at least three other groups. Create a graph showing the preliminary tests your group conducted. Choose the best (optimum) blade design for your final test.

Step 4: Final Test 1. Bring your blades to your teacher. Your teacher will test your final blades and give you the official electrical output. 2. Make a table showing the final output from each team’s blade design. 3. Evaluate the design that generated the most electricity. Why do you think the design was so effective?

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Blade Design Challenge Rubric CONSTRUCTION

DESIGN PROCESS

TEST AND EVALUATION

TEAM WORK

Construction was exceptional and showed neatness and high quality. Construction matched design sketches, measurements were accurate, safety precautions were followed.

Work shows mastery of the design process. Research questions were answered thoughtfully with strong sources to support reasoning. Blade sketches throughout were clear, detailed, and complete.

Data collected in tables and displayed in graphs are accurate and clearly communicated.

The student acted as a responsible member of the team and worked efficiently during all stages of the design process and testing portions. He/she shared ideas and listened to other group members.

Construction meets expectations, and neatness and quality are acceptable. Construction nearly matched design sketches; there may be minor errors in accuracy. Safety precautions were followed.

Work shows understanding of the design process. All steps were completed and it is clear why decisions were made. There may be minor errors which do not significantly impact the overall product.

Data collected in tables and displayed in graphs are accurate.

The student was a considerate team member and assisted throughout the design process and testing portions. He/she shared some ideas and listened to other group members.

Construction did not meet expectations; work may be sloppy. Construction did not follow design plans. Safety precautions were followed.

Some steps of the design process were not followed. Information was missing and/or it is unclear how and why decisions were made.

Data collected in tables and displayed in graphs may be inaccurate and/or unclear.

The student did not always contribute to the group in a productive manner.

Construction was incomplete and/or safety precautions were not followed.

The design process was not followed.

Data is missing and/or is not communicated clearly.

The student did not contribute to the group and was not respectful to other team members.

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Calculating Wind Power ? Question  How do you calculate wind power?

 Materials Fan Wind gauge Turbine with student blades Meter stick

+ Formulas Power = ½ ρAV3

ρ = air density (kg/m3); 1.2 kg/m3 at standard ambient temperature and pressure

V = velocity (m/s)

Watts = ½ (kg/m3) x (m2) x (m/s)3

A = swept area (m2); area = πr 2

π = 3.1416

r = radius (m)

Procedure 1. Measure the radius of the turbine blade assembly and calculate the area swept by the blades.

(A = πr2) 2. Use the wind gauge to measure the wind velocity at a distance of 1 meter from the fan on low and high speeds. Convert the measurements from miles per hour to meters per second (m/s).

(1 mile = 1609.344 meters)

Wind Velocity at Low Speed - 1 meter: ____________ mph = ____________m/s

Wind Velocity at High Speed - 1 meter: ____________ mph = ____________m/s

3. Use the formula above to calculate the power of the wind in watts at both fan speeds.

Wind Power at Low Speed - 1 meter: ____________W

Wind Power at High Speed - 1 meter: ____________W

4. Vary the distance from the fan and calculate the power on low and high speeds.

Wind Power at ___________m (distance A) on Low Speed: ___________W

Wind Power at ___________m (distance A) on High Speed: ___________W

Wind Power at ___________m (distance B) on Low Speed: ___________W

Wind Power at ___________m (distance B) on High Speed: ___________W

 Results Compare the power at different distances from the fan and on different fan speeds.

 Conclusions Explain the relationships between the different variables and the power produced.

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Wind Energy Math Calculations Calculating the Swept Area Being able to measure the swept area of your blades is essential if you want to analyze the efficiency of your wind turbine.

Turbine Geometry

The swept area refers to the area of the circle created by the blades as they sweep through the air. To find the swept area, use the same equation you would use to find the area of a circle.

Area = πr2

π=3.1416

r=radius of the circle

Swept area of blades

Rotor Diameter

Radius ROTOR BLADE

Why is This Important? You will need to know the swept area of your wind turbine to calculate the total power in the wind that hits your turbine.

Power = ½ ρAV3 ρ = air density A = swept area of blades (A = πr2) (π = 3.1416) V = velocity

Hub Height TOWER

By doing this calculation, you can see the total power potential in a given area of wind. You can then compare this to the actual amount of power you are producing with your wind turbine (you will need a multimeter to measure voltage and amperage—then multiply voltage by amperage to find power). The comparison of these two figures will indicate how efficient your wind turbine is. Finding the swept area of your wind turbine is an essential part of this equation.

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Wind Energy Math Calculations Wind Energy Math Calculations

Calculating the Tip Speed Ratio of Your Wind Turbine Calculating the Speed Ratio of Your Wind TheTip Tip Speed Ratio (TSR) is Turbine an extremely The tip speed ratio (TSR) is an extremely factor in wind turbine design. important factorimportant in wind turbine design. TSR TSR refers to the ratio between speed of the tips of the wind turbine blades and the refers to the ratio between the wind speed wind speed.

and the speed of the tips of the wind turbine blades. TSR (Λ) = Tip Speed of Blade Wind Speed Tip Speed of Blade TSR (λ) = Wind Speed If the rotor of the wind turbine spins too slowly, most of the wind will pass straight

Fastest

Faster Fast

through the gap between the blades; therefore giving it no power. But if the rotor spins too fast, the blades will blur and act like a solid wall to the wind. Also, rotor blades create turbulence they spin the air.turbine If the next blade arrives If theasrotor ofthrough the wind spins tootoo quickly, it will hit that turbulent air. So sometimes it is actually better to slow down slowly, most of the wind will pass straight your blades!

through the gap between the blades, there-

fore givingwith it optimal no power! Wind turbines must be designed tip speed ratios to get the maximum amount of power But from the wind. if the rotor spins too fast, the blades will blur and act like a solid wall to the wind.

Before we can calculate the tip speed ratio, we need to know how long it takes the rotor blades create turbulence as they rotor to make oneAlso, full revolution.

furtheraway away from thethe center, the faster TheThe further from center, the blades spin. the faster the blades spin.

spin through the air. If the next blade arrives too Time quickly, it will hit that turbulent air. Measuring Revolution (rpm) So, sometimes it is actually better to slow It is easy to find the distance travelled by the blade tip, but finding how long it takes to go that distance can be tricky. There are several ways your blades! to find revolutionsdown per minute (rpm), but there is not a single simple way. Manually: Try to count how many timesmust the blades in a certain timeoptimal period. It helps mark or color one blade differently Wind turbines berevolve designed with tiptospeed ratios to get the so you can be sure when the turbine makes a full revolution.

maximum amount of power from the wind.

A tachometer: Tachometers are great, but can be expensive. Try the “Hangar 9 Tachometer” or the “Extech Pocket Tachometer.” Bicycle computer: If you’re crafty, you can use a bicyclethe computer. Attach the magnetwe to the rotor, and sensorhow to a non-moving Before we can calculate tip speed ratio, need to the know long it part of the turbine. You can find detailed instructions at http://www.reuk.co.uk/wordpress/wind/use-a-cycle-computer-to-measure-turbine-rpm/. takes the rotor to make one full revolution. You need to know how many seconds it takesMeasuring the turbine to spin around one time.Time If you found rpm,RPM) you will need to convert this number. Revolution (i.e. There are 60 seconds in one minute, just divide 60 by your rpm value. This calculation will tell you how many seconds it takes the turbine to make one revolution.

It is easy to find the distance travelled by the blade tip, but finding how long it takes to go that distance can be tricky. There are several ways to find revolutions per minute (RPM), but there is not a single simple way! • Manually—try to count how many times the blades revolve in a certain time period. It helps to mark or color one blade differently so you can be sure of when the turbine makes a full revolution. • Use a real tachometer—These are great, but can be pricy. Try the “Hangar 9 Tachometer” or the “Extech Pocket Tachometer” • If you’re crafty, you can use a bicycle computer. Attach the magnet to the rotor and the sensor to a non-moving part of the turbine. You can find detailed instructions here: http://www.reuk.co.uk/Use-a-Cycle-Computer-to-Measure-Turbine-RPM.htm

You need to know how many seconds it takes the rotor to spin around one time. If you found RPM, you will need to convert this number. There are 60 seconds in one Special thanks to KidWind for contributing activity. minute, sothis just divide 60 by your RPM value. That will tell you how many seconds it takes to make one revolution. 34 ©2019 The NEED Project Wind for Schools www.NEED.org

MASTER

Sample Graphs From the Wind for Schools Portal http://en.openei.org/wiki/Wind_for_Schools_Portal

Energy output each day from Wednesday, Jun 18th, 2014 to Saturday, Nov 1st, 2014 Greenbush Kansas 28

kWh Output

This graph shows a real-time chart on a weekly basis for energy output.

The scale on the left shows power (energy) produced in kilowatt-hours (kWh).

0 Jul 2014 Jun 18, 2014 Jun 19, 2014 Jun 20, 2014 Jun 21, 2014 Jun 22, 2014 Jun 30, 2014 Jul 2, 2014 Jul 24, 2014 Jul 25, 2014 Jul 26, 2014 Aug 3, 2014 Aug 4, 2014 Aug 5, 2014

6 9 1 1 3 15 3 1 13 12 1 1 1

Aug 6, 2014 Aug 7, 2014 Aug 10, 2014 Aug 11, 2014 Aug 15, 2014 Aug 16, 2014 Aug 18, 2014 Aug 19, 2014 Aug 20, 2014 Aug 21, 2014 Aug 22, 2014 Aug 23, 2014 Aug 24, 2014

Aug 2014 8 2 1 1 7 5 1 2 10 12 7 7 5

Aug 25, 2014 Aug 26, 2014 Aug 28, 2014 Aug 29, 2014 Aug 31, 2014 Sep 1, 2014 Sep 2, 2014 Sep 3, 2014 Sep 4, 2014 Sep 5, 2014 Sep 8, 2014 Sep 9, 2014 Sep 10, 2014

Sept 2014 1 1 3 3 12 9 1 9 11 4 4 17 13

Sep 11, 2014 Sep 14, 2014 Sep 15, 2014 Sep 16, 2014 Sep 17, 2014 Sep 18, 2014 Sep 19, 2014 Sep 20, 2014 Sep 21, 2014 Sep 23, 2014 Sep 24, 2014 Sep 26, 2014 Sep 27, 2014

Oct 2014 3 1 6 1 3 2 1 2 1 3 2 1 1

Sep 30, 2014 Oct 1, 2014 Oct 2, 2014 Oct 3, 2014 Oct 4, 2014 Oct 5, 2014 Oct 6, 2014 Oct 8, 2014 Oct 9, 2014 Oct 10, 2014 Oct 11, 2014 Oct 12, 2014 Oct 13, 2014

Nov 2014 5 12 10 13 2 1 2 3 4 14 3 3 16

Oct 14, 2014 Oct 15, 2014 Oct 16, 2014 Oct 19, 2014 Oct 22, 2014 Oct 23, 2014 Oct 24, 2014 Oct 26, 2014 Oct 27, 2014 Oct 30, 2014 Oct 31, 2014 Nov 1, 2014

25 1 3 2 3 2 3 16 18 13 10 3

Energy output each day from Tuesday, Jun 17th, 2014 to Saturday, Nov 1st, 2014 Greenbush Kansas 8

This graph shows average wind speed for the same turbine.

Notice that as wind speed increases or declines, energy production does the same.

Avg. Wind Speed

Do you notice flat regions on the graph? What would flat regions on the graph reflect? Is wind speed constant?

What can you learn about the wind’s speed and energy output from these graphs?

0 Jul 2014 Jun 17, 2014 Jun 18, 2014 Jun 19, 2014 Jun 20, 2014 Jun 21, 2014 Jun 22, 2014 Jun 30, 2014 Jul 1, 2014 Jul 2, 2014 Jul 24, 2014 Jul 25, 2014 Jul 26, 2014 Aug 3, 2014 Aug 4, 2014 Aug 5, 2014

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3 6 5 2 2 3 7 1 2 3 6 6 2 3 2

Aug 6, 2014 Aug 7, 2014 Aug 10, 2014 Aug 11, 2014 Aug 14, 2014 Aug 15, 2014 Aug 16, 2014 Aug 18, 2014 Aug 19, 2014 Aug 20, 2014 Aug 21, 2014 Aug 22, 2014 Aug 23, 2014 Aug 24, 2014 Aug 25, 2014

Aug 2014 5 2 1 1 2 4 3 2 3 5 6 5 5 4 3

Aug 26, 2014 Aug 27, 2014 Aug 28, 2014 Aug 29, 2014 Aug 30, 2014 Aug 31, 2014 Sep 1, 2014 Sep 2, 2014 Sep 3, 2014 Sep 4, 2014 Sep 5, 2014 Sep 8, 2014 Sep 9, 2014 Sep 10, 2014 Sep 11, 2014

Sep 2014 1 1 3 3 1 5 4 2 4 5 3 3 6 5 1

Sep 14, 2014 Sep 15, 2014 Sep 16, 2014 Sep 17, 2014 Sep 18, 2014 Sep 19, 2014 Sep 20, 2014 Sep 21, 2014 Sep 23, 2014 Sep 24, 2014 Sep 25, 2014 Sep 26, 2014 Sep 27, 2014 Sep 30, 2014 Oct 1, 2014

Oct 2014 1 4 1 3 2 2 3 1 3 3 2 2 2 4 6

Oct 2, 2014 Oct 3, 2014 Oct 4, 2014 Oct 5, 2014 Oct 6, 2014 Oct 8, 2014 Oct 9, 2014 Oct 10, 2014 Oct 11, 2014 Oct 12, 2014 Oct 13, 2014 Oct 14, 2014 Oct 15, 2014 Oct 16, 2014 Oct 19, 2014

Nov 2014 5 5 3 2 3 3 3 6 2 2 5 8 2 3 3

Oct 20, 2014 Oct 22, 2014 Oct 23, 2014 Oct 24, 2014 Oct 25, 2014 Oct 26, 2014 Oct 27, 2014 Oct 29, 2014 Oct 30, 2014 Oct 31, 2014 Nov 1, 2014

1 4 3 3 2 6 5 1 5 4 3

Wind Speed and Electricity Generation ? Question ď&#x201A;&#x2DC; How does wind speed affect the power produced from a turbine?

Procedure Several schools around Kansas installed small wind turbines. The chart below shows the average wind speed for each day and the power produced from that turbine at the time. Use the chart to answer the questions below.

Wind Speed and Wind Power Site Name

Size of Turbine (kW)

Wind Speed (m/s)

Power Produced (kW)

School T

2.4

2.40

School U

2.4

1.00

School R

2.4

0.00

School B

2.4

1.75

School I

2.4

0.25

School N

2.4

2.00

School E

2.4

2.25

1. What do you observe stayed constant, or the same, for all the turbines? ___________________ Why do you think this number stayed the same? 2. Turbine R generated no power. What are some possible explanations for this? Explain your thinking. 3. Graph the turbines below.

Wind Speed (m/s)

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30 www.NEED.org

4. What do you think might be the minimum wind speed that would work to generate power? Support your answer using the data from the chart.

5. Do you think there is a maximum wind speed that is best for this type of turbine? Use data from the chart to help make your argument.

6. Make 3 observations about the graph and the data.

7. Make a specifications, or summary sheet, for this turbine. On your sheet, include what wind speeds the turbine will produce electricity at and the best wind speed for maximum electricity. For an added challenge, explain in a diagram or chart how the turbine turns wind into electricity. Use a separate sheet of paper to create your specifications or summary sheet, but use this space to plan how you will present and organize the information on your "spec sheet".

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Turbine Comparison Chart SKYSTREAM 3.7

BWC EXCEL

V52 850 KW

GE 1.5 MW

V82 1.65 MW

V80 2.0 MW

V90 3.0 MW

RATED CAPACITY (kW)

2.4

8.9

850

1,500

1,650

2,000

3,000

RATED WIND SPEED (m/s)

ROTOR DIAMETER (m)

3.72

7.00

52.00

77.00

82.00

80.00

90.00

SWEPT AREA (m2)

10.87

38.48

2,124

4,657

5,281

5,027

6,362

ROTOR SPEED (rpm)

50-330

390

14.0 – 31.4

10.1 – 20.4

14.4

10.8 – 19.1

8.6 – 18.4

10.4-21.3

18-43

65-86

65/80

59/68.5/70/78

60/67/78/100

65/80

HUB HEIGHTS (m)

UTILITY WIND TURBINE

RESIDENTIAL WIND TURBINE

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Electric Nameplates Electric Nameplate Investigation

Some appliances use more energy than others to accomplish the same task. Appliances that are very energy efficient are approved by the government’s ENERGY STAR® program and have the ENERGY STAR® label on them. This means they have met high standards set Some appliances use more energy than others to the same task. Appliances that are very energy efficient are approved by the by the government foraccomplish energy efficiency.

government’s ENERGY STAR® program and have the ENERGY STAR® label on them. This means they have met high standards set by the

government for energy Every machine that efficiency. runs on electricity has an electric nameplate on it. The nameplate is usually a silver sticker that looks likeonthe picture The nameplate hasnameplate information about thesticker amount of electricity the Every machine that runs electricity hasbelow. an electric nameplate on it. The is usually a silver that looks like the picture machine Sometimes, the about current is listed. The current is measured in amperes (A).isSometimes, theis below. Theuses. nameplate has information the amount of electricity the machine uses. Sometimes, the current listed. The current voltage the machine is listed. Thethe voltage isneeds listedis listed. in volts Sometimes, the(V).wattage is listed. The measured in amperes (A).needs Sometimes, the voltage machine The (V). voltage is listed in volts Sometimes, the power, or wattage measured in watts (W). inIf watts the wattage isn’t listed, thenthen thethecurrent voltage wattage isislisted. The wattage is measured (W). If the wattage isn’t listed, current and and voltage areare bothboth listed.listed. the wattage is not listed, you can the wattage using the following IfIfthe wattage isn’t listed, youcalculate can calculate the wattage usingformula: the following formula, like this:

wattage

current x voltage

wattage

W W

1.0A

W W

5W 1.0A

current A x

x voltage x 5V V x

Often, the letters UL stands for W UL are on = the nameplate. 5W Underwriters Laboratories, Inc., which conducts tests on thousands of machines and appliances. The UL mark means that samples of the machines and appliances have been tested to make sure they are safe. You can find out how much it costs to operate any appliance or machine you know Let’s take a look atUL some of Often, the ifletters ULthe arewattage. on the nameplate. stands for Underwriters Laboratories, Inc., which conducts the machines in your school. The nameplate usually located The on UL mark means that samples of the machines and tests on thousands of machines andis appliances. the bottom or back.been See iftested you cantofind the nameplates appliances have make sure they on arethe safe. computers, printers, monitors, televisions, and other machines in

yourcan classroom. Puthow the information in the to chart below and You find out much it costs operate anyfigure appliance or machine if you know the wattage. Take a look the wattage each one. in your school. The nameplate is usually located on the bottom or back. See if you atoutsome of theformachines can find the nameplates on the computers, printers, monitors, televisions, and other machines in your classroom. Put the information in the chart below and figure out the wattage for each one.

MACHINE OR APPLIANCE

CURRENT

VOLTAGE

Machine Copier

Current 11 A

Voltage 115 V

C o p ie r

�� A

�� V

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WATTAGE

UL TESTED

Wattage 1,265 W

ULyestested

�,� � � W

yes

What Can the Wind Power? How much electricity does your classroom consume each day? What size wind system would be needed to meet the electricity demand of your classroom? First, based on the information you found on the electric nameplates, determine how much electricity the appliances and machines consume each day in kilowatt-hours. (Add more rows as needed.)

watts/1,000 = kilowatts (kW) kW x hours of use per day = daily kilowatt-hour (kWh) consumption

Machine or Appliance

Watts

Kilowatts

Hours/Day

Daily kWh Consumption

Next, you need to calculate how much lighting (both overhead lighting and lamps) contributes to your classroomâ&#x20AC;&#x2122;s electricity consumption. Find out how many watts each light bulb consumes. You may need to ask the school maintenance staff for this information. Multiply the number of light bulbs in your classroom by the watts per bulb. Then convert to kilowatts, and multiply by hours of use per day to find kilowatt-hours.

number of light bulbs x wattage of light bulb watts/1,000 = kW for light bulbs kW x hours per day = kWh/day

Number of Light Bulbs

Watts

Kilowatts (kW)

Hours/Day

Daily kWh Consumption

Finally, add the total number of kilowatt-hours that all of the appliances, machines, and lighting use each day. Total classroom kilowatt-hours each day: __________________________ Wind turbines operate 65 to 90 percent of the time. Look at different turbines and their rated capacities. Calculate the range of kilowatthours they could generate daily to determine which one would best power your classroom.

Turbine Name

Rated Capacity

Hours/Day (Range)

Daily kWh Range

ÂŠ2019 The NEED Project Wind for Schools

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What Can the Wind Power?

1. Will any turbine completely meet your classroom needs? Why or why not?

2. Based on your classroom electricity use, determine how much electricity your school consumes on a daily basis. (Hint: Do not forget to include common areas, school offices, and teacher workrooms.) Is there a wind system that could meet your school’s electricity needs?

3. How would you provide electricity if the wind speed was not high enough to generate electricity at a certain time of day?

4. Calculate the electricity needs of your bedroom at home. What size turbine could meet the demand of your bedroom?

5. Calculate the electricity needs of your family’s home. What size turbine could meet the demand of your home?

6. Most small wind systems will not completely meet the needs of your school or home. What is the rated capacity of the wind system your school has? Choose three things you want your turbine to power and pick two things you need it to power. Explain why you chose these items.

7. Now pick what appliances and machines in your room or your house you are willing to sacrifice (do without) to be able to use the turbine you picked for your complete power supply.

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Cost of Using Machines Calculate how much it costs to operate the machines in your classroom that you looked at before. You need to know the wattage, the cost of electricity, and the number of hours a week each machine is used. You can estimate the number of hours the machine is used each week, then multiply by 40 to get the yearly use. We are using 40 weeks for schools, because school buildings aren’t used every week of the year. Using the copier as an example, if it is used for ten hours each week, we can find the yearly use like this:

Yearly use = 10 hours/week x 40 weeks/year = 400 hours/year

Remember that electricity consumption is measured in kilowatt-hours. You will need to change the watts to kilowatts. One kilowatt is equal to 1,000 watts. To get kilowatts, you must divide the watts by 1,000. Using the copier as an example, divide like this:

kW kW

W/1,000

1,265/1,000

1.265

The average cost of electricity for schools in the U.S. is about 10.7 cents ($0.107) a kilowatt-hour. You can use this rate or find out the actual rate from your school’s electric bill. Using the average cost of electricity, we can figure out how much it costs to run the copier for a year by using this formula:

Yearly cost

Hours used

Kilowatts

Cost of electricity (kWh)

Yearly cost

400 hours/year x

1.265 kW

$0.107/kWh

Yearly cost

400

1.265

0.107

$54.14

MACHINE OR APPLIANCE

HOURS PER WEEK

HOURS PER YEAR

WATTS (W)

KILOWATTS (kW)

RATE ($/kWh)

ANNUAL COST ($)

Copier

10 hours

400 hours

1,265 W

1.265 kW

$0.107

$54.14

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Measuring Tall Objects Measuring the height of tall objects—trees, buildings, wind turbines—might seem like a daunting task. But with the help of triangles, there are different methods you can use to measure height fairly accurately without ever leaving the ground.

Method 1: Measuring Height Using Shadows and Similar Triangles  Materials Meter stick (or another object of known height) Calculator Long string (optional) Sunny day

Procedure 1. Start by measuring the length of the shadow of the tall object. If you have a long string, that can be helpful. You can also “pace” the length and measure how long your pace is. Then multiply that length by the number of steps you took. 2. Next, measure the shadow cast by the meter stick (or other object of known height). 3. Since you know the height of the meter stick and the length of the two shadows, you can set up a simple ratio to find the height of the tall object. 4. It is important to take these two measurements at the same time of day and year so that the sun’s rays can be assumed to be parallel. Since the sun’s rays are parallel, the two triangles are similar and therefore proportional. This is the ratio of the two known triangles:

Unknown Height Shadow A

Known Height Shadow B

Now, solve the ratio for the unknown height: Unknown Height = (Known Height/Shadow B) x Shadow A

’s n u

Shadow A Special thanks to KidWind for contributing this activity.

Shadow a

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ys a R

Shadow B Shadow b

Known Height

’s n u

s y Ra

Measuring Tall Objects Method 2: Measuring Height Using a 45-45-90 Degree Triangle  Materials Square piece of paper or cardstock Measuring tape or measured string Drinking straw Tape 1 Short length of string A bolt or small weight

45°

u en t o

Procedure 1. Fold the square piece of paper in half for an isosceles right triangle (45-45-90 degrees). 2. Tape a drinking straw along the hypotenuse.

45°

3. Attach the short string to the upper end of the hypotenuse and tie a weight to the bottom of the string. The weight should dangle a couple of inches below the bottom corner of the triangle. 4. Hold the triangle with one edge parallel to the ground and the hypotenuse angling up from your eye to the top of the object. Look through the straw to the top of the object. Move forward or backwards until the tip of the hypotenuse lines up with the top of the object. When the weighted string is parallel to the vertical edge of the triangle, you can be sure that the bottom edge of the triangle is parallel to the ground. 5. The height of the tall object will be equal to the horizontal distance you stand from the object, plus the distance from the ground to your eye.

 Practice Problems 1. You measure the shadow of a wind turbine to be 164 feet and 4 inches. At the same time of day, the shadow cast by a 3-foot tall yardstick is 1.7 feet. How many feet tall is the wind turbine?

2. You measure your own shadow to be 8 feet long. Then you measure the shadow of a wind turbine to be 500 feet long. How tall is this wind turbine? (Hint – you will need to know your own height.)

3. Pretend you are 5 feet 9 inches tall. You are using an isosceles right triangle to find the height of a wind turbine. You line the tip of the hypotenuse up with the top of the wind turbine and mark the ground where you stand. Sadly, you do not have a long enough tape measure to go from the base of the wind turbine to the mark where you stood. So, you measure your stride and find that every step you take is about 2.2 feet long. Next you pace off the distance from the mark where you stood to the base of the turbine. It takes 111 steps. How tall is this wind turbine?

4. How does the height of a wind turbine affect its electrical output?

Special thanks to KidWind for contributing this activity.

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MASTER

Siting Summary Wind Rose Wind Roses use historical weather data to help us site wind turbines. The bigger wedges of the wind rose shows the direction the wind comes from most often. We do not want any large trees or buildings in the direction the wind is coming from – it will block the wind or make for very turbulent wind going into the wind turbine.

TURBULENT WIND SMOOTH WIND

Turbulence & Object Height Wind can be smooth or “bumpy”. Smooth wind is better for wind turbines. Tall trees create turbulence. What else might cause this?

Siting checklist: To find good spots for turbines, ask yourself the following: where are the winds coming from? are there obstacles in the way? are there animals living nearby? do we have space between the turbine and other activities?

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Siting and Mapping ? Question ď&#x201A;&#x2DC; What information should we consider when siting, or finding a good spot for, a wind turbine?

Procedure A small wind turbine was donated to Viento Agricultural School and now they need to find a good site to construct the turbine. Use the map and the wind rose to determine good potential sites for the school to place the turbine. 1. Pick colors for the empty boxes on the map key. Shade in the boxes with colors of your choice. 2. Shade in the map where wind barriers and wildlife concerns might occur. 3. Place stars on the map on spots that might make good locations for the turbine. 4. Write a paragraph in the space below, describing the site or sites where you might place the turbine. Use evidence from the map and the siting info your teacher shared to explain your reasoning.

ÂŠ2019 The NEED Project Wind for Schools

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POSSIBLE WIND TURBINE SITES

WIND BARRIERS

WILDLIFE CONCERN

FLAT FARMLAND

HILL

BIRD AND BUTTERFLY GARDEN

PLAYGROUND

FOOTBALL FIELD

SCHOOL

BASEBALL FIELD

Engineering Expertise Principal Doldrum at Viento Agricultural School is working with the engineers to determine the best spot for their new wind turbine. He is emailing with the engineers and has some thoughts. Help the project engineer, Dr. P. Westerly, respond to Principal Doldrum! Using what you’ve learned from the siting and mapping activity, read the email conversation below and fill in the engineer’s responses.

To: Dr. P. Westerly From: Principal Doldrum, Viento Agricultural School I think the garden would be a great site for the turbine. The students could observe it from their classroom windows! To: Principal Doldrum From: Dr. P. Westerly Respecfully, I disagree. The garden would not be a good site for a few reasons:

To: Dr. P. Westerly From: Principal Doldrum, Viento Agricultural School I hadn’t thought about those things. This may be harder than I thought. Could we put it in the parking lot? We never use all of the spaces, it would be fine to take a few for this project. To: Principal Doldrum From: Dr. P. Westerly That is better than the garden, however, the parking lot will not work because,

To: Dr. P. Westerly From: Principal Doldrum, Viento Agricultural School You are the expert. How about our athletic field? That doesn’t have any of the issues that the garden had.

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To: Principal Doldrum From: Dr. P. Westerly Seriously? I disagree with this proposition because,

To: Dr. P. Westerly From: Principal Doldrum, Viento Agricultural School Obviously, I am not an expert in siting turbines. Here is the map, where would you suggest? Can you please explain your reasons? I will need to run this by the school board and the community! PLAYGROUND

BASEBALL FIELD

HILL

FLAT FARMLAND BIRD AND BUTTERFLY GARDEN

SCHOOL

WILDLIFE CONCERN FOOTBALL FIELD

WIND BARRIERS POSSIBLE WIND TURBINE SITES

To: Principal Doldrum From: Dr. P. Westerly The best site for the turbine would be

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Submit an Estimate Scenario You are a contractor bidding to install a Skystream 3.7 on a local community member’s property. It has already been determined that there is ample wind passing through the property and the turbine will be installed 250 feet from the house. Think about everything that needs to be done, your equipment cost, materials cost, and labor costs. Use the internet as a reference tool to determine what may need to be included or excluded in your estimate. Include parameters, how you would work with the local utility to arrange an agreement, etc. Submit a letter offering services to perform the job on your company letterhead. Be sure to be all-inclusive with your bid. Your bid should include an explanation of everything that needs to be done with a time frame and cost break downs of all materials, tools, equipment, and labor for the final job cost. Be prepared to do a 10-slide PowerPoint presentation of why your company should be hired to complete the installation.

20’ (6 m)

250’ (76 m)

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Wind Turbine Point of View ? Question  How will different community members react to their city installing a wind turbine?

Procedure The city council is going to approve one area for a wind turbine. If it is successful there, more wind energy may follow in the community, so siting is very important. There are many points of view on where the turbine should or should not go. Match the perspectives below to the different community members. Write the names of the community members below each statement. Some people may have more than one perspective.

Farmer Librarian Principal Coal Miner Oil Well Owner

Homeowner

Environmentalist

Ornithologist (bird expert)

The electricity costs are killing me! My daughter is about to start college, and I need to save every penny I can. A wind turbine here would help save on my electricity costs. Maybe I would even MAKE money!

A turbine really won’t have much of an effect on my industry livelihood, because people will still be driving around in their cars. The wind turbine owners will pay me $5,000 a year to rent the land for the turbine. It sounds like a win, win to me!

A rare species of cardinal nests near here. I do not want anything to hurt these beautiful birds!

Our country needs to move more towards renewable energy. This is a start to our community leading the way in sustainability. Of course, it would have to be properly sited to not disturb any animals.

I think my school yard is the best for the entire community. With the money saved in electricity costs, we can stock the art room again and buy the football team new uniforms.

My sheep will have to be moved and penned during construction. However, after a little time to get used to the new equipment, it should be business as usual here. Sounds great – especially if I get the $5,000 a year to use my land.

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The wind farm owners will pay more taxes to the town. Some of that money would go to public services. Maybe I could finally update the biography section, add more books in Spanish, and get that new graphic novel series the kids love.

I don’t want this new technology to put me out of a job. My dad and his dad both worked here, and it is a stable paycheck.

My cows are really sensitive to change. They would hate to have to be moved out of their favorite field, and I’m nervous the sound from the turbine would bother them.

I heard that this turbine installation will require local labor. I could use some time outside, and an extra paycheck would be nice.

My baby is very fussy. She wakes up at the smallest noise. I’m nervous to add any extra noises to the area near my home!

Point of View Challenges Now that you have an idea how your community might respond, pick one of the following activities to complete with your group to show your understanding of the perspectives involved. Create a skit of a city council meeting where various perspectives are shared. Create a slideshow of explaining the perspectives and how you might decide where to put the turbine. Stage a debate about the siting issue, with each person picking a role from the list above. Add additional community members like a mayor, councilwoman, and the wind farm owner, or the utility worker. Add a moderator with questions to keep the debate moving. Create a comic strip or other artwork to show the various perspectives and how the council makes the final decision.

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Wind in the Community Think about how a homeowner, a city council member, and a state official would respond to the questions below. Answer the questions from each different point of view.

HOMEOWNER

CITY COUNCIL MEMBER

STATE OFFICIAL

How could a wind farm improve or detract from the local community?

How would a wind farm impact the economic development of the community?

How would a wind farm impact the identity of the community?

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Floating Turbine Design Challenge Objectives Design and build a basic model of a wind turbine. The model can be made out of recycled materials and found objects. Your model must meet the following design specifications: When placed in a tub of water, the model must float for 2 minutes. The platform must be above the water’s surface. Your design must have an anchor or mooring to keep it in place. The design must turn in the wind.

Design Model description:

Team members:

What I know about wind turbines onshore and offshore:

Research citations:

Individual design sketches:

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

Supplies:

Testing Phase Observations and data:

What worked?

What didnâ&#x20AC;&#x2122;t work?

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

Team design sketch:

Supplies:

Re-testing Phase Observations and data:

What worked?

What didnâ&#x20AC;&#x2122;t work?

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

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ď&#x192;š Analsysis and Conclusions 1. What was most challenging about this design challenge?

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

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

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

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0-10

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

People/Square Mile 10-100

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

Data: Energy Information Administration

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U.S. Transmission Grid

Data: Energy Information Administration

U.S. Offshore Wind Resources 60

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U.S. Seafloor Depth

Seafloor Depth (feet) 0

9,000

20,000

30,000

Data: Google Earth, NOAA

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Developer Proposal Worksheet ? Question ď&#x201A;&#x2DC; Where are the best and worst spots for an offshore windfarm?

Procedure Compare each map provided. On the blank map on the following page, label two good and poor locations for a windfarm of 3-5 turbines. Label two GOOD with the numbers 1 and 2. Color or shade these areas GREEN. Also label two POOR locations with the numbers 3 and 4. Color or shade these areas RED. In the space below, write one sentence describing why each location is good or not so good.

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Development Team Members____________________________________________________________________________

Offshore Wind Development Project

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

List possible wildlife in the area: _____________________________

_____________________________

_________________________

_____________________________

_________________________

_____________________________

_________________________

_____________________________

_________________________

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

Community Stakeholders: Community Member

Description

Opinions

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Wind Careersâ&#x20AC;&#x201D;Personal Profile Page My academic strengths: 1. 2. 3. 4. 5.

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

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

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

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

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Energy Geography Part 1 Procedure Learn about your state on the Energy Information Administration’s State Energy Profile Page, www.eia.gov/state/. Read the “Quick Facts” for the state. Draw a map of your state in the box below. Using the map from the Energy Information Administration, draw the locations of the different types of power plants. Make sure you develop a key to identify the different types of power plants. Compare this map to a map showing the geography of the state. On your map, add colors and/or symbols to represent the geography. Add this information to your key.

State:

Map

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Energy Geography Part 2 Procedure

TYPE OF PLANT

GENERATING CAPACITY (MW)

Modern Coal Plant

Your nation must have a varied landscape. The island’s topography should include mountains, forests, plains, and at least one major river and lake. Include three major cities and at least one resort city.

Wind Farm

Hydroelectric Power Plant

Below, sketch what your nation will look like. Name your country, and design a flag.

Nuclear Plant

100

Waste-to-Energy Plant

Natural Gas Plant

Solar Plant

Geothermal Plant

You are going to design an island nation. Choose a location for your nation that is not currently occupied by a body of land.

Once your country is developed, you need to build electric power plants that will generate at least 750 MW of electricity to meet your nation’s electricity demand. Using your understanding of geography and how that affects what power plants might be viable options, you need to plan the locations of your power plants carefully. After you are done sketching, draw a final map of your country on the next page. Be sure to include the country name, flag, and map key on a separate piece of paper, if it is not all able to fit on the next page.

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Final Country Map

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Culminating Activity Checklist Procedure You are now going to apply what you have learned about wind to a very real world situation. Imagine that your school has won a grant for a wind turbine installation. You have been chosen to help the principal site the turbine(s). Follow your teacher’s instructions for the number of turbines your school has chosen to install, and which options you must complete below.

Draw a map of your school property. Be as detailed and specific as possible, adding in a key and using color to show which areas might be possible sites for the turbine and which sites are not appropriate (and why). Use tools to measure wind speed at various sites on campus. Make a chart to show your data. What extreme weather does your community receive? Look into how you would care for your turbine during these events. Write what you find as a pamphlet or paper. Create a presentation to the principal to explain where you want to site the turbine and why you picked that area instead of other areas. Create a presentation for parents and staff that explain the benefits of using wind for electricity and how it works. In it, explain why having a turbine on your campus is a good idea. If you have another idea that would highlight your learning, ask your teacher to approve it before you begin working.

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Student Informational Text WIND ENERGY

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

Average Wind Speed at 80 Meters Altitude Faster than 9.5 m/s (faster than 21.3 mph) 7.6 to 9.4 m/s (17 to 21.2 mph) 5.6 to 7.5 m/s (12.5 to 16.9 mph) 0 to 5.5 m/s (0 to 12.4 mph)

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

The Beaufort Scale At the age of 12, Francis Beaufort joined the British Royal Navy. For more than twenty years he sailed the oceans and studied the wind, which was the main power source for the navy’s fleet. In 1805, he created a scale to rate the power of the wind based on observations of common things around him rather than instruments. The Beaufort Scale ranks winds from 0–12 based on how strong they are, with each wind given a name from calm to hurricane. The Beaufort Scale can be used to estimate the speed of the wind.

Data: National Renewable Energy Laboratory

BEAUFORT SCALE OF WIND SPEED BEAUFORT NUMBER

NAME OF WIND

Calm

Light air

Light breeze

Gentle breeze

Moderate breeze

Fresh breeze

Strong breeze

Near gale

Gale

Strong gale

Storm

11 12

Violent storm Hurricane

WIND SPEED (MPH) Less than 1 1-3 4-7 8 - 12 13 - 18 19 - 24 25 - 31 32 - 38 39- 46 47 - 54 55 - 63 64- 72 Greater than 72

Source: National Oceanic and Atmospheric Administration

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

Albedo Albedo Thin clouds 25% to 30%

Some of the Earth's surfaces absorb more radiant energy than others. Some parts reflect more of the sun’s rays back into the air. The fraction of light striking a surface that gets reflected is called albedo. Some types of land absorb more radiant energy than others. Dark forests absorb a good amount of sunlight, while light desert sands reflect a good amount of sunlight. Land areas usually absorb more energy than water in lakes and oceans.

Thick clouds 70% to 80%

Snow

Forest

50% to 90%

5% to 15%

Asphalt

5% to 10%

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

Dark roof

10% to 15%

Light roof 35% to 50%

Water

5% to 80% (varies with sun angle)

The Earth’s surface and objects reflect different amounts of sunlight.

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

Global Wind Patterns

WARM, LESS DENSE AIR Warmer air rises POLAR EASTERLIES

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

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

Cooler air descends

NE TRADE WINDS

Warmer air rises

COOL, DENSE AIR

EQUATOR - DOLDRUMS

SE TRADE WINDS

Cooler air descends PREVAILING WESTERLIES

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Trade Winds

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

Doldrums

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

Prevailing Westerlies

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

Polar Easterlies

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

Local Winds The wind blows all over the planet, but mountainous and coastal areas have more steady and reliable winds than other places. Local winds are affected by changes in the shape of the land. Wind can blow fast and strong across the open prairie. Wind slows down and changes directions a lot when the land surface is uneven, or covered with forests or buildings.

Mountain and Valley Winds

Local winds form when land heats up faster in one place than another. A mountain slope, for example, might warm up faster than the valley below. The warm air is lighter and rises up the slope. Cold air rushes in near the base of the mountain, causing wind to sweep through the valley. This is called a valley wind. At night, the wind can change direction. After the sun sets, the mountain slope cools off quickly. Warm air is pushed out of the way as cool air sinks, causing wind to blow down toward the valley. This is called a mountain wind, or katabatic winds (kat-uh-bat-ik). When katabatic winds blow through narrow valleys between mountains, the speed of the wind increases. This is called the tunnel effect. Katabatic winds sometimes have special names throughout the world. In the United States, there are two—the Chinook is an easterly wind in the Rocky Mountains and the Santa Ana is an easterly wind in Southern California.

MOUNTAINS AND VALLEYS

Jet Streams

The highest winds are the jet streams. They are formed where the other wind systems meet. The jet streams flow far above the Earth where there is nothing to block their paths. These fast moving “rivers of air” pull air around the planet, from west to east, carrying weather systems with them. These global winds—trade winds, prevailing westerlies, polar easterlies, and the jet streams—flow around the world and cause most of the Earth’s weather patterns.

Jet Streams Polar Jet Subtropical Jet Equator

Subtropical Jet Polar Jet

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Â&#x192;Â&#x192; Sea and Land Breezes

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

At night, the land gives up its heat and cools more rapidly than water, which means the sea is now warmer than the shore. The air over the water becomes warmer than the air over the land. The warm, rising sea air creates an area of low pressure, and the cooler air above land creates an area of higher pressure. The air moves from higher to lower pressure, from the land to the water. This breeze is called a land breeze.

Since land changes temperature faster than water during the day, the air above land becomes warmer faster than the air above water. The heated air above land rises, creating an area of low pressure. The air above the water is cooler, creating an area of higher pressure. The cooler air over the water moves to the area of low pressure over land. This is called a sea breeze because the breeze is coming from the sea.

Sea Breeze

Land Breeze

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Monitoring Wind

Wind Shear and Turbulence

Wind Direction

A weather vane, or wind vane, is a device used to monitor the direction of the wind. It is usually a rotating, arrow-shaped instrument mounted on a shaft high in the air. It is designed to point in the direction of the source of the wind. There are also digital instruments that measure wind direction. Wind direction is reported as the direction from which the wind blows, not the direction toward which the wind moves. A north wind blows from the north, toward the south.

Wind Velocity

Wind speed is important because the amount of electricity that wind turbines can generate is determined in large part by wind speed, or velocity. A doubling of wind velocity from the low range to optimal range of a turbine can result in eight times the amount of power available in the wind. Most, but not all, of this additional power is transformed into increased electrical output by the turbine. (Not all of the power can be converted due to energy conversion losses.) This is a huge difference and helps wind companies decide where to site wind turbines. Wind power (measured in watts) is determined by air density, the area swept by the turbine blades, and wind velocity, according to the following formula:

As wind moves across the Earth’s surface, it is slowed by friction as it runs into and flows around obstacles on the surface or meets other air masses. Friction also affects the direction of the wind. Higher in the atmosphere, away from the Earth, the wind meets fewer obstacles, and therefore, less friction is produced. Winds there are smooth and fast. Wind shear is defined as a change in wind speed and/or wind direction at different heights in the atmosphere or within a short distance. It can be in a horizontal direction, a vertical direction, or in both directions. Some wind shear is common in the atmosphere. Larger values of wind shear exist near fronts, cyclones, and the jet stream. Wind shear in an unstable atmospheric layer can result in turbulence. Turbulence is defined as a variation in the speed and direction of the wind in very short time periods (1 second) that results in random, disordered movement of air molecules. It occurs when the flow of wind is disturbed, and the direction or speed is changed. When wind mixes warm and cold air together in the atmosphere, turbulence is also created. This turbulence is sometimes felt as a bumpy ride during an airplane flight. Wind shear and turbulence are important factors for wind turbine engineers to study because they can affect the operation and output of turbines, and cause wear and tear, which may lead to extra maintenance costs and turbine failure. Studying the wind shear and turbulence in an area often tells engineers more about how high to place the tower of a turbine to get the best wind conditions.

WIND TURBINE BLADE TESTING

Power = ½ ρAV3 Watts = ½ (kg/m3) x (m2) x (m/s)3 ρ = air density; 1.2 kg/ m3 at standard ambient temperature and pressure A = swept area (A = πr 2) V = velocity

r = radius π = 3.1416 m = meter s = second

Wind speed can be measured using an instrument called an anemometer. One type of anemometer is a device with three arms that spin on top of a shaft. Each arm has a cup on its end. The cups catch the wind and spin the shaft. The harder the wind blows, the faster the shaft spins. A device inside counts the number of rotations per minute and converts that figure into miles per hour (mph) or meters per second (m/s). A display on a recording device called a data logger shows the speed of the wind. There are also digital anemometers to measure wind speed.

WIND VANE

ANEMOMETER

Image courtesy of Mike Jenks, NREL Staff

Wind turbine blades are tested to make sure they can withstand wind shear and turbulence.

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Energy

What is Energy?

Kinetic Energy

Wind is an energy source, but what exactly is energy? Energy makes change; it does things for us. We use energy to move cars along the road and boats over the water. We use energy to bake a cake in the oven and keep ice frozen in the freezer. We need energy to light our homes and keep them a comfortable temperature. Energy helps our bodies grow and allows our minds to think. Scientists define energy as the ability to do work. Energy is found in different forms such as: light, heat, motion, sound, and electricity. There are many forms of energy, but they can all be put into two general categories: potential and kinetic.

Kinetic energy is motion—the motion of waves, electrons, atoms, molecules, substances, and objects. Radiant energy is electromagnetic energy that travels in transverse waves. Radiant energy includes visible light, x-rays, gamma rays, and radio waves. Solar energy is an example of radiant energy. Thermal energy, or heat, is the internal energy in substances— the vibration and movement of atoms and molecules within substances. The faster molecules and atoms vibrate and move within substances, the more energy they possess and the hotter they become. Geothermal energy is an example of thermal energy.

Potential Energy

Motion energy is the movement of objects and substances from one place to another. Objects and substances move when an unbalanced force is applied according to Newton’s Laws of Motion. Wind contains motion energy.

Chemical energy is energy that is stored in the bonds of atoms and molecules that holds these particles together. Biomass, petroleum, natural gas, and propane are examples of stored chemical energy.

Sound energy is the movement of energy through substances in longitudinal (compression/rarefaction) waves. Sound is produced when a force causes an object or substance to vibrate and the energy is transferred through the substance in a wave.

Potential energy is stored energy and the energy of position, or gravitational potential energy. There are several forms of potential energy, including:

Nuclear energy is energy stored in the nucleus of an atom. The energy can be released when the nuclei are combined (fusion) or split apart (fission). In both fission and fusion, mass is converted into energy, according to Einstein’s Theory, E = mc2. Elastic energy is energy stored in objects by the application of a force. Compressed springs and stretched rubber bands are examples of elastic energy. Gravitational potential energy is the energy of position or place. A rock resting at the top of a hill contains gravitational potential energy. Hydropower, such as water in a reservoir behind a dam, is an example of gravitational potential energy.

Electrical energy is the movement of electrons. Lightning and electricity are examples.

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

Potential and Kinetic Energy

Potential Energy

Kinetic Energy

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Energy Transformations

Chemical

Motion

Chemical

Motion

Radiant

Chemical

Electrical

Thermal

Energy Efficiency Energy efficiency is the amount of useful energy output you get from a system compared to the energy input. A perfect, energy-efficient machine would change all the energy input into useful work—an impossible dream. Converting one form of energy into another form always involves a loss of usable energy, often as waste heat. Most energy transformations are not very efficient. The human body is a good example. Your body is like a machine, and the fuel for your machine is food. Food gives you the energy to move, breathe, and think. Your body is very inefficient at converting food into useful work. Most energy in your body is released as heat.

U.S. Energy Consumption by Source, 2017 NONRENEWABLE, 88.40%

Petroleum

36.98%

Uses: transportation, manufacturing - Includes Propane

RENEWABLE, 11.43%

Biomass

5.20%

Uses: electricity, heating, transportation

Sources of Energy We use many different sources to meet our energy needs every day. They are usually classified into two groups—renewable and nonrenewable. Wind is energy in motion—kinetic energy—and it is a renewable energy source. Along with wind, renewable energy sources include biomass, geothermal energy, hydropower, and solar energy. They are called renewable because they are replenished in a short time. Day after day, the sun shines, the wind blows, and the rivers flow. Renewable sources only make up about ten percent of the United States’ energy portfolio. We mainly use renewable energy sources to make electricity. In the United States, just under 90 percent of our energy comes from nonrenewable sources. Coal, petroleum, natural gas, propane, and uranium are nonrenewable energy sources. They are used to make electricity, heat our homes, move our cars, and manufacture all kinds of products. They are called nonrenewable because their supplies are limited. Petroleum, for example, was formed millions of years ago from the remains of ancient sea plants and animals. We cannot make more crude oil in a short time. Electricity is a secondary energy source. We use primary energy sources, including natural gas, coal, petroleum, uranium, solar, wind, biomass, and hydropower, to convert chemical, nuclear, radiant, and motion energy into electrical energy. In the United States, natural gas generates 32.24 percent of our electricity. Twenty years ago, wind contributed less than one-tenth of a percent to the electricity portfolio, while today it contributes 6.32 percent. Wind is still a small part of electric power generation; however, it is the fastest-growing source of electricity. Since 2010, wind energy capacity in the United States has grown by over 80 percent and capacity continues to increase.

U.S. Electricity Production, 2017 RENEWABLES

URANIUM

16.92%

20.02%

HYDROPOWER, 7.31%

32.24%

BIOMASS, 1.56% Other

29.99%

0.31%

Petroleum

0.53%

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

Hydropower 2.83%

Coal

14.15%

Wind

2.40%

8.61%

Solar

0.79%

Uses: electricity, heating, manufacturing - Includes Propane

Uses: electricity, manufacturing

Uranium

Uses: electricity

SOLAR, 1.33%

Uses: electricity

Uses: electricity, heating

*Propane consumption figures are reported as part of petroleum and natural gas totals.

Geothermal 0.21%

Propane

Uses: heating, manufacturing

Uses: electricity, heating

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

Growing Capacity Wind is the fastest growing renewable source in the electricity portfolio. Since 1996, the capacity for electricity generation from 30,000 wind has increased from 1,400 MW to 74,471 MW. 20,000

WIND, 6.32%

NATURAL GAS

COAL

Natural Gas 28.66%

WIND POWER CAPACITY (MEGAWATTS) 60,000

10,000 0

2000

2005

2010

2015

Data: EIA

GEOTHERMAL, 0.40%

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Harnessing the Wind’s Energy Evolution of the Windmill Using the wind’s energy to do work is not a new idea. People have been capturing the wind to do work for a long time. A mill is a machine used to shape materials or perform other mechanical operations. For many years wind was the power source for mills of all kinds. The earliest European windmills, built in the 1200s, were called postmills. Their purpose was to grind grain between millstones. This is how windmills got their name. Millwrights built postmills out of wood. The entire postmill could be rotated when the wind changed directions. Millers operated the postmill or windmill and it was their job to rotate the postmill so they could grind grain using wind from any direction. In the 1300s, smockmills were invented. The sails are attached to the cap, the top of the windmill, and that is the only part that rotates. The miller still had to physically rotate the cap into the wind when it changed directions. These mills were bigger, heavier, and stronger, since the building didn’t move. In the 1500s, tower windmills were built in Spain, Greece, and the Mediterranean Islands. Tower windmills were small and made out of stone. They had many small, lightweight sails, which worked well in the lighter winds of southern Europe. They were used to pump water and grind grain. The Dutch began to use drainage windmills in the 1600s to pump water that flooded the land below sea level. Using windmills to dry out the land, they doubled the size of their country. Windmills made work easier and faster. In addition to grinding grain, windmills in the 1700s were used to grind cocoa, gunpowder, and mustard. Hulling mills removed the outer layer of rice and barley kernels. Oil mills pressed oil from seeds. Glue mills processed cowhides and animal bones. Fulling mills pounded wool into felt. Paint mills ground pigments for paint as well as herbs and chemicals for medicines and poisons. Windmills were used for other work, too. Miners used windmills to blow fresh air into deep mine shafts. Windmills provided power to run sawmills and paper mills. Sawmills cut logs and paper mills made paper. Wind power created the first Industrial Revolution in Europe.

American Windmills

As Europeans came to America in the mid 1600s, they brought their windmill designs with them and windmills were a common sight in the colonies. In the 1800s, settlers began to explore the West. While there was plenty of space in the West, they soon discovered that the land was too dry for farming. A new style of windmill was invented, one that pumped water. In 1854, a mechanic from Connecticut named Daniel Halladay built the first windmill designed specifically for life in the West. The Halladay Windmill, which is still in use today, sits on a tall wooden tower. It has a dozen or more thin wooden blades and turns itself into the wind. This American style windmill is less powerful than the old European models, but is built to pump water, not grind grain. ©2019 The NEED Project Wind for Schools

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WINDMILLS

As the West was settled, railroads were built across the Great Plains. Steam locomotives burned coal for fuel, which needed thousands of gallons of water to produce steam to run the engines. Windmills were vital in the railroad industry to provide water at railroad stations. A large windmill could lift water 150 feet. It worked in wind speeds as low as six miles per hour. Farmers built homemade windmills, or purchased them from traveling salesmen. These windmills provided enough water for homes and small vegetable gardens. Ranchers used windmills to pump water for their livestock to drink. In addition to pumping water, windmills in the American West performed many tasks and made life easier. Windmills were used to saw lumber, run the cotton gin, hoist grain into silos, grind cattle feed, shell corn, crush ore, and even run a printing press. In the 1890s, Poul LaCour, an inventor in Denmark, invented a wind turbine generator with large wooden sails that could generate electricity. At this time, lights and small appliances were available in America, but there were no power lines in the West to transmit electricity. Small-scale windmills became popular in rural areas as people connected their windmills to generators to produce small amounts of electricity. They could power lights, listen to the radio, and charge batteries. Wind power became less necessary as power plants and transmission lines were built across America, connecting rural and remote areas to the grid as part of the Rural Electrification Act of 1936. This New Deal era infrastructure improvement brought electricity to many parts of the U.S. that had not had grid-tied electricity before. By the 1940s, fossil fuels became an inexpensive source of power generation. Using wind power to generate electricity was almost abandoned. After the oil crisis of the 1970s, however, the use of wind power began to increase as interest in alternative energy sources and generation grew. Scientists and engineers designed new wind machines that could harness the energy in the wind more efficiently and economically than early models. Today, wind is one of the fastest growing sources of electricity in the world.

Wind Turbine Diagram Wind Turbine Diagram Blade Rotor Hub

Low-speed shaft Low-sp Gearbox

Bla de

High-speed shaft

Nacelle Tower

Generator Gene Ge neraato t r

winds are between 7 and 55 mph (3-25 m/s). Below 7 mph (3 m/s), there is not enough energy in the wind to generate electricity. As the wind speed increases from 7-30 mph (3-13 m/s), the wind turbine generates more electricity. They operate most efficiently, however, when wind speeds fall between 18-31 mph (8-14 m/s). Most large wind turbines produce at their rated power when wind speeds are between 22-55 mph (11-25 m/s), though the wind is rarely this fast, except in extreme storms. When wind speed rises over 55 mph (25 m/s), the wind is so strong, it can damage the turbine. Turbines are designed to shut down in high winds. Wind turbines also come in different sizes, based on the amount of electric power they can generate. Small turbines may produce only enough electricity to power a few appliances in one home. Large turbines are often called utility-scale because they generate enough power for utilities, or electric companies, to sell. Most utility-scale turbines installed in the U.S. produce one to three megawatts (MW) of electricity, enough to power 300 to 900 homes. Large turbines are grouped together into wind farms, which provide large amounts of power to the electric grid.

What a Drag—Aerodynamics Modern Wind Turbines

Today, wind is harnessed and converted into electricity using machines called wind turbines. The amount of electricity that a turbine produces depends on its size and the speed of the wind. Most large wind turbines have the same basic parts: blades, a tower, and a gear box. These parts work together to convert the wind’s kinetic (motion) energy into mechanical energy that generates electricity. How a turbine works: 1. The moving air pushes the blades and spins the rotor. 2. The rotor is connected to a low-speed shaft. When the rotor spins, the shaft turns. 3. The low-speed shaft is connected to one end of a gear box. Inside the gear box, a large slow-moving gear turns a small gear quickly. 4. The small gear turns another shaft at high speed. 5. The high-speed shaft comes out of the other end of the gear box and is connected to a generator. As the high-speed shaft turns the generator, it produces electricity. This electricity has variable voltage and current. 6. The electric current is sent through cables down the turbine tower to a transformer that converts the electricity into a fixed voltage that can safely be sent out on transmission lines. There are many different types of wind turbines with different tower and hub heights, as well as varying blade designs and lengths. Wind turbines can be designed to optimize output for specific ranges of wind speed. Large turbines typically can generate electricity when

Efficient blades are a key part of generating power from a wind turbine. The blades are turned by the wind and spin the motor drive shaft while, at the same time, they experience drag. This mechanical force slows down the whole system, reducing the amount of power that is generated. Drag is defined as the force on an object that resists its motion through a fluid. When the fluid is a gas such as air, the force is called aerodynamic drag, or air resistance. Aerodynamic drag is important when objects move rapidly through the air, such as the spinning blades on a wind turbine. Wind turbine engineers who design rotor blades are concerned with aerodynamic drag. Blades need fast tip speeds to work efficiently. Therefore, it is critical that the rotor blades have low aerodynamic drag. There are many ways to reduce drag on wind turbine blades: Change the pitch: the angle of the blades dramatically affects the amount of drag. Use fewer blades: each additional blade increases drag. Use light-weight materials: reduce the mass of the blades by using less material or lighter material. Use smooth surfaces: rough surfaces, especially on the edges, can increase drag. Optimize blade shape: the tip of a blade moves faster than the base; wide, heavy tips increase drag.

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Gearing Up For More Power Another key part of generating power in a large wind turbine is the gears. Power output is directly related to the speed of the spinning drive shaft (revolutions per minute or rpms) and how forcefully it turns, or the torque. A large wind turbine has a rotor with blades, a gear box, and a generator. As the blades spin, the rotor rotates slowly with heavy torque. The generator has to spin much faster to generate power, but it cannot use all the turning force, or torque, that is on the main shaft. This is why a large wind turbine has a gear box. Inside the gear box, there is at least one pair of gears, one large and one small. The large gear, attached to the main shaft, rotates at about 20 rpm with a lot of torque. This large gear spins a smaller gear, with less torque, at about 1,500 rpm. The small gear is attached to a small shaft that spins the generator at high speed, generating power. The relationship between the large and small gears is called the gear ratio. The gear ratio between a 1,500 rpm gear and a 20 rpm gear is 75:1. Some small residential wind turbines spin much faster and do not have gears.

general rule, wind speed increases with height in most locations, but taller towers cost more. Wind developers try to optimize the turbine height balanced with other factors to maximize energy production. Turbines are usually built in rows facing into the prevailing wind. The turbines have internal controls to rotate (yaw) so they are always facing into the wind. Placing turbines too far apart wastes space. If turbines are too close together, they block each other’s wind. Developers optimize the turbine spacing based on the wind speed and direction characteristics to maximize energy production. The best sites for wind farms are on ridges, on the open plains, through mountain passes, and near the coasts of oceans or large lakes. Texas, the number one producer of wind electricity in the U.S., has plentiful open space with steady winds, relatively easy permitting requirements, and good transmission from the windy areas in the north and west to the cities in central and southeastern Texas.

Wind Turbine Efficiency—Betz Limit Wind turbines must convert as much of the available wind energy into electricity as possible to be efficient and economical. As turbines capture energy from the wind, the resultant wind has less energy and moves more slowly. If the blades were 100 percent efficient, they would extract all of the wind’s energy and the wind would be stopped. The maximum theoretical percentage of wind that can be captured has been calculated to be about 59 percent by Albert Betz, a German physicist. This value is called the Betz Limit and modern turbines are designed to approach that efficiency. Most turbines today reach efficiencies of 25-45 percent.

Transporting Wind Electricity Transporting Wind Electricity Transmission line carries electricity long distances on power towers

Wind generates electricity

Wind Farms Wind power plants, or wind farms, are clusters of wind turbines grouped together to produce large amounts of electricity. These power plants are usually not owned by a public utility like other kinds of power plants are. Most wind farms are owned by private companies and they sell the electricity to electric utility companies. Currently, the wind farm that generates the most electricity in the U.S. is Alta Wind Energy Center in Tehachapi, California. The farm’s 390 wind turbines produce 1,020 megawatts of electricity, which is enough to power more than 300,000 homes. Roscoe Wind Farm in Texas is also one of the country’s largest wind farms. It houses over 620 turbines, but has a smaller generating capacity of just over 780 MW. These two American wind farms are among the world’s largest.

Transformer steps up voltage for transmission

Distribution line carries electricity to house

Neighborhood transformer steps down voltage

Transformer on pole steps down voltage before entering house

WIND FARM

Choosing the location of a wind farm is known as siting a wind farm. There are many factors to consider – among them are wind speed, available land (or people willing to lease their land), roughness of the terrain, distance to transmission lines, environmental concerns, distance to towns or residential areas, endangered species, etc. A wind developer will work to optimize a wind farm for energy production while weighing all of the relevant factors. The wind speed and direction must be studied to determine where to put the turbines. The site must have reasonably strong, steady winds. Scientists measure the winds in an area for several years to determine the best sites to optimally lay out a wind farm. As a ©2019 The NEED Project Wind for Schools

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Offshore Wind Resources Air is constantly moving between land formations and water. Because there are no obstacles to block the wind, the wind blows stronger and steadier over water than land. There is a lot of wind energy available offshore. The National Renewable Energy Laboratory estimates more than 4,000 gigawatts of wind power resources are available on the Outer Continental Shelf (OCS) — about four times the generating capacity of the U.S. electric grid today. Offshore wind resources have the potential to power a substantial portion of our nation’s energy needs. In the U.S., wind speeds off the Pacific Coast are stronger than the Atlantic Coast or the Gulf of Mexico. However, the Atlantic OCS has shallower water. Developing offshore wind farms there is the most economical option at this time. Hawaii also has a lot of potential for offshore turbines. Only about 10 percent of our wind energy resources on the OCS occur over water shallow enough for modern turbine technology. Thus, in 90 percent of the areas offshore, the water is too deep to install a turbine. Engineers are working on and refining newer technologies, such as innovative foundations and floating wind turbines.

Generating and Transporting Electricity From Offshore Electricity generated by wind turbines needs to be transmitted to shore and connected to the power grid. Offshore, each turbine is connected to an electric service platform (ESP) by a power cable. In a large wind farm, the ESP might function as a central service facility, with a helicopter landing pad, communications station, crew quarters, and emergency backup equipment. The ESP works as a substation collecting the electricity generated by each turbine. High voltage cables transmit the electricity from the ESP to an onshore substation. Onshore, the power is integrated into the grid. Power cables are typically buried beneath the seabed, where they are safe from damage caused by anchors or fishing gear and to reduce their exposure to the marine environment. The cables are very expensive, and are a major factor in the cost of building an offshore wind farm. The amount of cable used depends on many factors, including how far offshore the project is located, the spacing between turbines, and maneuvering around obstacles on the ocean floor.

Offshore Wind Turbine Technology Building commercial-scale offshore wind farms depends on sitespecific conditions, such as water depth, geology of the seabed, and wave attributes. In shallow water four to thirty meters (13100 feet) deep, a large steel tube called a monopile is used as a foundation. A monopile may be six meters (20 feet) across. It is driven into the seabed 24 to 30 meters (78-100 feet) below the mud line. The monopile supports the tower and nacelle. Offshore turbine foundations must be designed to withstand the harsh environment of the ocean, including storm waves, hurricane-force winds, and even ice flows.

Annual Average Wind Speed

The nacelle is specially designed to protect the machinery and electronics inside from corrosive sea water. The nacelle may have its own heating and cooling system, which maintains the temperature inside the nacelle and keeps gear oil working smoothly. There may be an automatic greasing system to lubricate bearings and blades. Wind sensors on the turbine are connected to a system that always keeps the nacelle facing into the wind. This maximizes the amount of electricity produced. To minimize maintenance costs, turbines and towers have highgrade exterior paint. They are typically painted light grey or offwhite to help them blend into the sky, reducing visual impacts from the shore. Lower sections of the support towers may be painted bright colors to increase navigational safety for passing vessels. Offshore turbines also include navigation and aviation warning lights. To take advantage of the steadier winds, offshore turbines are bigger than onshore turbines and have an increased generation capacity. Offshore turbines generally have nameplate capacities between 2 megawatts (MW) up to as high as nine MW, with tower heights greater than 61 meters (200 feet) and rotor diameters of 76 to 131 meters (250-430 feet). The maximum height of the structure, at the very tips of the blades, can easily approach 152 meters (500 feet) or more.

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Offshore Wind Development

Floating Wind Turbine Technology in the U.S.

The first offshore wind project was installed off the coast of Denmark in 1991. Since that time, commercial-scale offshore wind facilities have been operating in shallow waters around the world. Europe currently leads the offshore wind farm industry with over 1,900 turbines installed and grid connected in Great Britain, Denmark, Germany, Belgium, the Netherlands, Sweden, Finland, Norway, and Ireland. Other areas of the world rely on offshore wind power, too, including China and Japan. The largest offshore wind farm in the world is the London Array in the United Kingdom, with 175 turbines and 630 MW of capacity.

Developing a wind farm in the open ocean poses different technology challenges than a wind farm on land. In Maine, the best areas of wind potential are in deeper waters where conventional turbine technology is not practical. Here, floating wind turbines may provide the solution.

Currently, there is only one commercial offshore wind farm operating in the U.S. However, several projects are in the concept and planning stages, mostly in the Northeast and Mid-Atlantic regions. Projects are also being considered along the Great Lakes, the Gulf of Mexico, and the Pacific Coast. The first offshore wind farm in the United States, the Deepwater Wind project, southeast of Block Island in Rhode Island, began construction in 2015 and was completed in 2016. The five turbine, 30-megawatt wind farm was brought online late in 2016, and has the ability to power roughly 17,000 homes per year, reducing the reliance on diesel-fired electricity generation and improving air quality for residents. In July, 2018, Deepwater Wind and the state of Rhode Island announced a new project, Revolution Wind, to be built off the coast of Rhode Island. Designed with 50 turbines combining for 400 MW capacity, Revolution Wind is scheduled to begin construction in 2020 and begin producing electricity in 2023. All of the above projects are offshore wind generation sites that are anchored to the ocean floor. However, floating wind farms have recently been developed in what has been called the next generation of offshore wind generation.

In 2013, the University of Maine installed a prototype concretecomposite floating platform wind turbine off the coast of Castine, Maine. This prototype is the first grid-connected offshore wind turbine to operate anywhere in the United States. It is also the first of its kind to be deployed in the world. The 20 meter-tall VolturnUS wind turbine is one-eighth the scale of a commercial installation. It is being used to collect data that will help engineers improve floating wind turbine designs. A project announced in April, 2018, by Redwood Coast Energy Authority will bring a floating offshore wind project to the California Pacific Ocean coast. Currently in its earliest planning stages, the project is expected to bring 100-150 MW of power off the coast of Eureka, California, when completed. Analyzing building materials and costs associated with building offshore turbines is an important aspect of this prototype project. The floating turbine design features a unique semi-submersible platform that uses a lower cost concrete foundation in addition to a lighter weight composite tower. The design may help reduce the overall cost of the system while ensuring high performance and efficiency.

BLOCK ISLAND WIND FARM, RHODE ISLAND

The worldâ&#x20AC;&#x2122;s first floating offshore wind farm is Hywind Scotland, 18 miles off the northeast coast of Scotland in the North Sea. Consisting of five floating wind turbines, the project has a combined capacity of 30 MW. In March, 2018, the project reached the milestone of 65 percent capacity factor; for comparison, most onshore wind farms in the United States reach 37 percent capacity factor.

Europe Leads the World in Offshore Wind According to WindEurope, as of 2017, offshore development in the European Union included 4,149 fully grid-connected offshore wind turbines, located across 11 countries. The turbines have a combined generating capacity of 15,780 MW.

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Image courtesy of Deepwater Wind

Wind Energy Leases on the OCS Before a company can build a wind farm out in the ocean, they must lease the space from the Federal Government. In 2013, the BOEM began a series of competitive lease sales for wind energy development on the OCS off the coasts of Rhode Island, Massachusetts, Virginia, Maryland, and New Jersey. In a competitive lease sale, interested companies have the chance to bid against each other in an auction for the right to build, or develop, a specific spot in the ocean. There are several steps in the renewable energy leasing process. First, the BOEM determines which areas of the ocean they want to include in a lease sale. This may be several hundred thousand acres. Next, they publish a call for information and nominations, to see if any companies are interested in paying to develop the area, and offering the public an opportunity to present issues. Next, environmental assessments and impact studies are completed for the area. Public concerns are addressed, and companies submit nominations to participate in the sale. The next big step is publishing the proposed sale notice, with the proposed lease terms and conditions. There is also time for companies and the public to ask questions and make comments. Next, the final sale notice publicly announces the sale date, companies approved to participate in the sale, and all the details of the lease sale. Finally, the lease sale is held and a winner is chosen.

VOLTURNUS PROTOTYPE

After winning the lease, the highest bidder pays the winning amount to the Federal Government. The company is also required to pay a yearly rental fee based on the number of acres leased. The company has six months to submit a site assessment plan to BOEM for approval. This plan describes everything the company needs to do, such as installing meteorological towers and buoys, in order to assess the wind resources and ocean conditions in the area where they want to build. Once this plan is approved, the company has four and a half years to complete their research and submit a construction and operations plan. This plan provides all of the details for constructing and operating the wind energy project. If the construction and operations plan is approved, the company can start construction, and will be able to operate for a term of 33 years.

Challenges to Offshore Wind Development There are significant technological and economic challenges to developing offshore wind energy resources in the U.S. The depth of the OCS is too deep for modern offshore turbines, so we need to develop deepwater technologies. There are difficulties involved with water-based construction and performing regular maintenance, making offshore turbines more costly to build and operate than those onshore. Also, power transmission costs increase the farther a turbine is from shore. Despite the challenges, offshore wind turbines are being used by a number of countries to harness the energy of strong, consistent winds over the oceans. In the United States, about half of the nationâ&#x20AC;&#x2122;s population lives in coastal areas where energy costs and demands are high and land-based renewable energy resources are often limited. Abundant offshore wind resources have the potential to supply immense quantities of renewable energy to major U.S. coastal cities.

Outer Continental Shelf Image courtesy of University of Maine

VOLTURNUS PROTOTYPE

PACIFIC OCS ATLANTIC OCS ALASKA OCS

Image courtesy of CIANBRO

GULF OF MEXICO OCS

Data: Bureau of Ocean Energy Management (BOEM) ÂŠ2019 The NEED Project Wind for Schools

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Energy on Public Lands Finding open lands for wind farms is important for the future of wind energy. The Bureau of Land Management (BLM) controls many of the lands with the best wind potential. About 917 megawatts of installed wind capacity in the U.S. is on public lands. BLM works with companies to find sites for wind farms and ensure the turbines do not disturb the land, wildlife, or people. Once wind turbines are installed, and the companies are generating electricity, BLM collects royalties on the electricity sales. Wind farm developers pay farmers and ranchers for the wind rights on their land. Wind turbines do not interfere with farming or ranching. Crops will grow around the turbines; cattle and sheep can graze under the turbines. Farmers and ranchers receive a share of the wind farm’s earnings as extra income. Texas generates the most electricity from wind energy in the United States, followed by Iowa and Oklahoma. Combined, these three states produce nearly 43 percent of the nation’s total windgenerated electricity.

Siting a small wind turbine is similar to siting large turbines, though financial resources required to investigate are much smaller. Potential small wind turbine users typically rely on available wind data and maps. They should try to make sure to minimize obstructions in the direction of the prevailing wind to maximize energy production. The tip of the turbine blades should be at least 9 meters (30 feet) higher than the tallest wind obstacle. Sometimes this can be a challenge for installing a residential wind turbine if local zoning laws have height limitations. The turbine also requires open land between the turbine and the highest obstacle. Depending on the size of the turbine this may require a 70-150 meter (250–500 foot) radius. Specific siting recommendations can be obtained from the turbine manufacturer. The Emergency Economic Stabilization Act of 2008 created energy tax incentives to encourage large and small companies, along with individuals, to make energy improvements and invest in renewable energy. These tax credits ran through 2016. Some states and utilities offer additional incentives to residents that install renewable energy systems.

Small Wind Systems Wind turbines are not only on wind farms or offshore, they can also be found on the property of private residences, small businesses, and schools. A typical home uses approximately 900 kilowatt-hours (kWh) of electricity each month. Many people are choosing to install small wind turbines to lower or eliminate their electricity bills.

Wind turbines need to be sited in areas where they have access to a steady wind stream. It is recommended that the Skystream 3.7 be in an area with an average wind speed of 10 mph and at least 20 feet above any nearby obstacles within a 250 foot radius. Source: xzeres.com

20’ (6 m)

250’ (76 m)

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Opportunities and Challenges Wind is renewable and is a clean source of energy, causing no air or water pollution. Wind is free and an economical energy source for producing electricity. It has the potential to produce up to 20 percent of U.S. electricity demand.

Wind turbines can affect the view of the landscape. Some people like the large, modern turbines with their graceful rotation (~12-20 rpm); others prefer the landscape only have trees, mountains, and valleys.

Wind turbines are most effective in areas with consistent wind patterns. While this used to be a limitation, weather data and monitoring and increased technology have allowed for wind turbines to be functional in many types of areas. There is also concern that wind turbines can harm birds and bats. The wind industry has greatly increased the extent of its environmental monitoring at wind farms before construction and during operation. Wind farm operators can halt or slow operations during certain times of the year or weather events to minimize impacts on migrating birds or endangered species.

Where the Wind Blows, the Jobs Go About 50 percent of the parts used to manufacture U.S. wind turbines are produced domestically. Take a look at where the wind blows the strongest and where current manufacturing facilities are located. Also, take note of the top 5 states for wind installation, and the top 5 states for wind generation. What trends do you see?

5 WASHINGTON

MINNESOTA

OREGON

IOWA

CALIFORNIA

ILLINOIS

TEXAS

Manufacturing Facilities TURBINES

BLADES

TOWERS

Average Wind Speed at 80 Meters Faster than 9.5 m/s (faster than 21.3 mph) 7.6 to 9.4 m/s (17 to 21.2 mph) 5.6 to 7.5 m/s (12.5 to 16.9 mph) 0 to 5.5 m/s (0 to 12.4 mph) Data: AWEA, NREL Note: Does not include potential offshore wind resources.

Top 5 States with Wind Power Capacity Installed, 2012 1. 2. 3. 4. 5.

Texas Iowa California Illinois Oregon

10,089 MW 3,675 MW 3,253 MW 2,205 MW 2,104 MW

Top 5 Wind States Net Electricity Generation, 2012 1. 2. 3. 4. 5.

Texas Iowa Minnesota California Washington

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Wind Energy Timeline 5000 BCE 0

Early Egyptians use wind to sail boats on the Nile River. The Chinese fly kites during battle to signal their troops.

500-900 AD

The first windmills are developed in Persia (present day Iran). The windmills look like modern day revolving doors, enclosed on two sides to increase the tunnel effect. These windmills grind grain and pump water.

700s

People living in Sri Lanka use wind to smelt (separate) metal from rock ore. They would dig large, crescent-shaped furnaces near the top of steep mountainsides. In summer, monsoon winds would blow up the mountain slopes and into a furnace to create a mini-tornado. Charcoal fires inside the furnace could reach 1200°C (2200°F). Archaeologists believe the furnaces enabled Sri Lankans to make iron and steel for weapons and farming tools.

1200s

Europeans begin to build windmills to grind grain. The Mongolian armies of Genghis Khan capture Persian windmill builders and take them to China to build irrigation windmills. Persian-style windmills are built in the Middle East. In Egypt, windmills grind sugar cane. Europeans built the first postmills out of wood.

1300s

The Dutch invent the smockmill. The smockmill consists of a wooden tower with six or eight sides. The roof on top rotates to keep the sails in the wind.

1500s

The tower windmill is developed in Spain, Greece, southern Europe, and France.

1600s

The Dutch began to use drainage windmills to pump water. The windmills dried out flooded land below sea level, doubling the size of the country. European settlers begin building windmills in North America.

1700s

By the early 1700s, both the Netherlands and England have over 10,000 windmills. As a boy, Benjamin Franklin experiments with kites. One day, he floats on his back while a kite pulls him more than a mile across a lake.

1854

Daniel Halladay builds and sells the Halladay Windmill, which is the first windmill designed specifically for the West. It has thin wooden blades and turns itself into the wind.

1888

Charles F. Brush, a wealthy inventor and manufacturer of electrical equipment in Cleveland, OH, builds a giant windmill on his property. The windmill generates power for 350 incandescent lights in his mansion. In the basement, a battery room stores 408 battery cells (glass jars) filled with chemicals that store the electricity generated by the windmill. In later years, General Electric acquires Brush’s company, Brush Electric Co.

Late 1880s

The development of steel blades makes windmills more efficient. Six million windmills spring up across America as settlers move west. These windmills pump water to irrigate crops and provide water for steam locomotives.

1892

Danish inventor Poul LaCour invents a Dutch-style windmill with large wooden sails that generates electricity. He discovers that fast-turning rotors with few blades generate more electricity than slow-turning rotors with many blades. By 1908, Denmark has 72 windmills providing low-cost electricity to farms and villages.

1898-1933

The U.S. Weather Service sends kites aloft to record temperature, humidity, and wind speed.

1900s

Wilbur and Orville Wright design and fly giant box kites. These experiments lead them to invent the first successful airplane in 1903.

1920s

G.J.M. Darrieus, a French inventor, designs the first vertical-axis wind turbine.

1934-1943

In 1934, engineer Palmer Putman puts together a team of experts in electricity, aerodynamics, engineering, and weather to find a cheaper way to generate electric power on a large scale. In 1941, the first large-scale turbine in the United States begins operating. In 1941, the Smith-Putnam wind turbine is installed on Grandpa’s Knob, a hilltop in Rutland, VT. The turbine weighs 250 tons. Its blades measure 175 feet in diameter. It supplies power to the local community for eighteen months until a bearing fails and the machine is shut down in 1943.

1945-1950s

1971

After World War II ends in 1945, engineers decide to start the Smith-Putnam turbine up again, even though it has formed cracks on the blades. Three weeks later, one of the blades breaks off and crashes to the ground. Without money to continue his wind experiments, Putman abandons the turbine. By the 1950s, most American windmill companies go out of business. The first offshore wind farm operates off Denmark’s coast.

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1973

The Organization of Petroleum Exporting Countries (OPEC) oil embargo causes the price of oil to rise sharply. High oil prices increase interest in other energy sources, such as wind energy.

1974

In response to the oil crisis, the National Aeronautics and Space Administration (NASA) develops a two-bladed wind turbine at the Lewis Research Center in Cleveland, OH. Unfortunately, the design does not include a “teetering hub”—a feature very important for a two-bladed turbine to function properly.

1978

The Public Utility Regulatory Policies Act (PURPA) requires utility companies to buy a percentage of their electricity from non-utility power producers. PURPA is an effective way of encouraging the use of renewable energy.

1980

The Crude Oil Windfall Profits Tax Act further increases tax credits for businesses using renewable energy. The federal tax credit for wind energy reaches 25 percent and rewards businesses choosing to use renewable energy.

1980s

The first wind farms are built in California, as well as Denmark, Germany, and other European countries. Many wind turbines are installed in California in the early 1980s to help meet growing electricity needs and take advantage of incentives.

1983

Because of a need for more electricity, California utilities contract with facilities that qualified under PURPA to generate electricity independently. The price set in these contracts is based on the costs saved by not building planned coal plants.

1984

A large vertical axis turbine, Project École, is built in Quebec, Canada. It is 110 meters high (360 ft.).

1985

By 1985, California wind capacity exceeds 1,000 megawatts, enough power to supply 250,000 homes. These wind turbines are very inefficient.

1988

Many of the hastily installed turbines of the early 1980s are removed and later replaced with more reliable models.

1989

Throughout the 1980s, Department of Energy funding for wind power research and development declines, reaching its lowest point in fiscal year 1989. More than 2,200 megawatts of wind energy capacity are installed in California— more than half of the world’s capacity at the time.

1992

The Energy Policy Act reforms the Public Utility Holding Company Act and many other laws dealing with the electric utility industry. It also authorizes a production tax credit of 1.5 cents per kilowatt-hour for wind-generated electricity. U.S. Windpower develops one of the first commercially available variable-speed wind turbines, over a period of 5 years. The final prototype tests are completed in 1992. The $20 million project is funded mostly by U.S. Windpower, but also involves Electric Power Research Institute (EPRI), Pacific Gas & Electric, and Niagara Mohawk Power Company.

1994 1999-2000

Cowley Ridge in Alberta, Canada becomes the first utility-grade wind farm in Canada. Installed capacity of wind-powered electricity generating equipment exceeds 2,500 megawatts. Contracts for new wind farms continue to be signed.

2003

North Hoyle, the largest offshore wind farm in the United Kingdom at that time, is built.

2005

The Energy Policy Act of 2005 strengthens incentives for wind and other renewable energy sources. The Jersey-Atlantic wind farm off the coast of Atlantic City, NJ, begins operating in December. It is the United States’ first coastal wind farm.

2006

The second phase of Horse Hollow Wind Energy Center is completed, making it the largest wind farm in the world at that time. It has a 735.5 megawatt capacity and is located across 47,000 acres of land in Taylor and Nolan Counties in Texas.

2008

The U.S. Department of Energy releases the 20% Wind Energy by 2030 report detailing the challenges and steps to having 20 percent of U.S. electricity produced by wind by the year 2030. The Emergency Economic Stabilization Act of 2008 provided a 30 percent tax credit to individuals installing small wind systems. The tax credit was available through December 31, 2016.

2009

The Bureau of Ocean Energy Management, Regulation and Enforcement is given responsibility to establish a program to grant leases, easements, and rights-of-way for the development of offshore wind farms on the Outer Continental Shelf.

2016

Deepwater Wind, off the coast of Block Island, Rhode Island, completed construction and became the nation’s first offshore wind farm.

2018

World wind energy capacity reached 600 GW. China, Germany, and the United States are some of the largest installers of wind capacity.

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Wind Glossary

aerodynamics

the branch of dynamics that deals with the motion of air and other gaseous fluids, and the forces acting on solids in motion relative to such fluids

aerofoil

a device, much like an airplane wing, that creates lift and minimizes drag, the blades have a specialized shape, which creates lift when moving air passes over the surface

albedo

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

anemometer

an instrument that measures wind speed or wind speed and direction

array (turbine)

the positioning and spatial arrangement of wind turbines relative to each other

Betz Limit

the maximum fraction of the power in the wind that can theoretically be extracted by a wind turbine, usually given as 16/27 (about 59%)

bid

an offer for an OCS lease submitted by a potential lessee in the form of a cash bonus dollar amount or other commitments, as specified in the final notice of sale

blades

most wind turbines have 2 or 3 blades, which catch the wind and turn the generator

brake

device that stops the rotor in emergencies

capacity

the power generating or carrying potential of a device

capacity factor

the practically available power (usually expressed as a percentage) from a wind turbine; defined as the ratio of the annual energy output of a wind turbine to the turbine’s rated power times the total number of hours in a year (8,760)

Coriolis Effect

the deflection sideways of free-moving air or water bodies (e.g., wind, ocean currents, airplanes, and missiles) relative to the solid earth beneath, as a result of the Earth’s eastward rotation; the Coriolis Effect must be taken into account when projectile trajectories, terrestrial wind systems, and ocean currents are being evaluated

cut-in speed

the wind speed below which a wind turbine cannot economically produce electricity; it is unique for each turbine

cut-out speed

the wind speed above which a wind turbine cannot economically produce electricity without also potentially suffering damage to its blades or other components

decibel (db)

a standard unit for measuring the loudness or intensity of sound; in general, a sound doubles in loudness with every increase of 10 decibels

decibel, a-weighted [db(a)]

a measurement of sound approximating the sensitivity of the human ear and used to characterize the intensity or loudness of a sound

distribution line

wire that carries electricity to the consumer

doldrums

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

drag

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

electric motor

a device that takes electrical energy and converts it into motion energy to turn a shaft

electric power

the amount of energy produced per second; the power produced by an electric current

electric service platform

a transformer substation that connects the electrical outputs of the turbines in the wind farm and transmits voltage onshore/to the grid

electrical energy

the energy of moving electrons

electricity

a form of energy characterized by the presence and motion of electrically charged particles generated by friction, induction, or chemical change

electricity generation

the process of producing electrical energy or the amount of electrical energy produced by transforming other forms of energy, commonly expressed in kilowatt-hours (kWh) or megawatt-hours (MWh)

emission

a discharge or something that is given off; generally used in regard to discharges into the air or releases of gases to the atmosphere from some type of human activity (cooking, driving a car, etc.); in the context of global climate change, they consist of greenhouse gases (e.g., the release of carbon dioxide during fuel combustion)

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energy

the ability to do work or the ability to move an object; electrical energy is usually measured in kilowatt-hours (kWh), while heat energy is usually measured in British thermal units (Btu)

energy consumption

the use of energy as a source of heat or power or as a raw material input to a manufacturing process

energy efficiency

refers to activities that are aimed at reducing the energy used by substituting technically more advanced equipment, typically without affecting the services provided; examples include high-efficiency appliances, efficient lighting programs, high-efficiency heating, ventilating and air conditioning (HVAC) systems or control modifications, efficient building design, advanced electric motor drives, and heat recovery systems

final sale notice

provides the final terms and conditions for a lease sale, including the date, time, and location for the sale itself; also includes a list of the companies that have legally, technically, and financially qualified to participate in the lease sale

gear box

increases the rpm of the low-speed shaft, transferring its energy to the high-speed shaft in order to provide enough speed to generate electricity

gear ratio

relationship between large and small gears in a generator

generating capacity

the amount of electric power a power plant can produce

generator

a device that turns motion energy into electrical energy; the motion energy is sometimes provided by an engine or turbine

gigawatt

one billion watts

guy wire

wire or cable used to secure and stabilize wind turbines, meteorological towers, and other vertical objects in wind resource areas

high-speed shaft

transmits force from the gear box to the generator

hub

the central portion of the rotor to which the blades are attached

interconnected system

a system consisting of two or more individual power systems, normally operating with connecting lines

interconnection

two or more electric systems having a common transmission line that permits a flow of energy between them; the physical connection of the electric power transmission facilities allows for the sale or exchange of energy

intermittent electric generator or intermittent resource

an electric generating plant with output controlled by the natural variability of the energy resource rather than dispatched based on system requirements; intermittent output usually results from the direct, non-stored conversion of naturally occurring energy fluxes such as solar energy, wind energy, or the energy of free-flowing rivers (that is, run-of-river hydroelectricity)

jet stream

a narrow current of air that rapidly moves through the atmosphere creating boundaries at areas with differences in temperature; caused by Earthâ&#x20AC;&#x2122;s rotation and solar radiation

katabatic wind (mountain wind)

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

kilowatt

a unit of power, usually used for electric power or energy consumption (use); one kilowatt equals 1000 watts

kilowatt-hour (kWh)

a measure of electricity defined as a unit of work or energy, measured as 1 kilowatt (1,000 watts) of power expended for one hour; one kWh is equivalent to 3,412 Btu or 3.6 million joules

kinetic energy

the energy of a body that results from its motion

land breeze

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

leeward

away from the direction of the wind; opposite of windward

load

the power and energy requirements of users on the electric power system in a certain area or the amount of power delivered to a certain point

load balancing

keeping the amount of electricity produced (the supply), equal to the consumption (the demand); this is one of the challenges of wind energy production, which produces energy on a less predictable schedule than other methods

low-speed shaft

connects the rotor to the gear box

mechanical energy

the energy of motion used to perform work, also called motion energy

mechanical power

the power produced by motion

megawatt

a unit of electric power equal to 1000 kilowatts or one million watts

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monopile

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

nacelle

the portion of the turbine that encompasses the drive train, the bedplate on which it rests, and the cover that protects the components from the elements; the nacelle for offshore turbines is specially designed to seal the interior from salt spray and moisture; the nacelle also includes maintenance cranes, access hatches, and wind sensors

nonrenewable energy sources

fuels that cannot be easily made or “renewed;” we can use up nonrenewable fuels; oil, natural gas, propane, uranium, and coal are nonrenewable fuels

offshore

the geographic area that lies seaward of the coastline; in general, the coastline is the line of ordinary low water along with that portion of the coast that is in direct contact with the open sea or the line marking the seaward limit of inland water

ohm

the unit of resistance to the flow of an electric current

peak load plant

a plant usually housing old, low-efficiency steam units, gas turbines, diesels, or pumped-storage hydroelectric equipment normally used during the high energy usage time periods

pitch

the orientation of a turbine blade relative to the direction of the wind

polar easterlies

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

power

the rate at which energy is transferred; electric power is usually measured in watts

power coefficient or rotor power coefficient

the ratio of the rotor power density to the wind

power degradation

the loss of power when electricity is sent over long distances

power density or rotor power density

the mechanical power available at the rotor shaft divided by the swept area of the rotor

power-generating efficiency

the percentage of the total energy content of a power plant’s fuel that is converted into electric energy; the remaining energy is lost to the environment as heat

power grid

also the electrical grid, network of power stations, power lines, and transformers used to deliver electricity from generation to consumers

power plant

a facility where power, especially electricity, is generated

prevailing westerlies

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

renewable energy sources

fuels that can be easily made or “renewed;” we can never use up renewable fuels; types of renewable fuels are hydropower (water), solar, wind, geothermal, and biomass

rotational speed

the rate (in revolutions per minute) at which a turbine blade makes a complete revolution around its axis; wind turbine speeds can be fixed or variable

rotor

the portion of a modern wind turbine that interacts with the wind; it is composed of the blades and the central hub to which the blades are attached

rotor diameter

the diameter of the circular area that is swept by the rotating tip of a wind turbine blade; equal to twice the blade length

sea breeze

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

secondary energy source

a source of energy that requires another source material (wind, coal, etc.) to produce it; electricity and hydrogen are secondary energy sources

siting

determining the appropriate location for a turbine

start-up speed

the wind speed at which a rotor begins to rotate

swept area

the circular area that is swept by the rotating blades; doubling the length of the blades quadruples the bladeswept area

tip speed or rotor tip speed

the speed of the tip of a rotor blade as it travels along the circumference of the rotor-swept area

tip speed ratio

the ratio of the speed of the tip of a rotating blade to the speed of the wind

torque

moment force; the tendency of a force to rotate or twist an object on its axis

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tower

devices, some as tall as 120 feet, which lift wind turbine blades high above the ground to catch stronger wind currents

trade winds

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

transformer

a device that converts the generatorâ&#x20AC;&#x2122;s low-voltage electricity to higher-voltage levels for transmission to the load center, such as a city or factory

transmission (electric)

the movement or transfer of electrical energy over an interconnected group of lines and associated equipment between points of supply and points at which it is transformed for delivery to consumers or is delivered to other electric systems; transmission is considered to end when the energy is transformed for distribution to the consumer

transmission line

a set of conductors, insulators, supporting structures, and associated equipment used to move large quantities of power at high voltage, usually over long distances between a generating or receiving point and major substations or delivery points

transmission system (electric)

an interconnected group of electric transmission lines and associated equipment for moving or transferring electrical energy in bulk between points of supply and points at which it is transformed for delivery over the distribution system lines to consumers or is delivered to other electric systems

tunnel effect

when air becomes compressed in narrow spaces and its speed increases

turbine

a device with blades, which is turned by a force, e.g. that of wind, water, or high pressure steam; the motion energy of the spinning turbine is converted into electricity by a generator

turbulence

disturbance or chaotic change in the speed or direction of the wind

upwind turbine

a turbine that faces into the wind, requires a wind vane and yaw drive in order to maintain proper orientation in relation to the wind

utility generation

generation by electrical systems engaged in selling electrical energy to the public

valley wind

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

volt (V)

the International System of Units (SI) measure of electric potential or electromotive force; a potential of one volt appears across a resistance of one ohm when a current of one ampere flows through that resistance

voltage

the difference in electrical potential between any two conductors or between a conductor and the ground; a measure of the electrical energy per electron that electrons can acquire and/or give up as they move between the two conductors

watt (W)

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

wind

the term given to any natural movement of air in the atmosphere; a renewable source of energy used to turn turbines to generate electricity

wind farm

one or more wind turbines operating within a contiguous area for the purpose of generating electricity

wind machine

device powered by the wind that produces motion or electric power (wind turbine)

wind resource areas (WRAS)

areas where wind energy is available for use based on historical wind data, topographic features, and other parameters

wind shadow

the area behind an obstacle where air movement is not capable of moving material

wind shear

the change, sometimes severe, in wind direction caused primarily by geographic features and obstructions near the land surface

wind turbine

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

wind vane

wind direction measurement device; can be used to send data to the yaw drive

windward

into, or facing the direction of the wind; opposite of leeward

yaw

twisting or oscillation of a moving item around a vertical axis

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Wind Kits ENERGY FROM THE WIND AND KIT Grades 6–8

Intermediate students develop a comprehensive understanding of wind formation, wind energy, and electricity generation from wind through reading, critical thinking activities, hands-on investigations, and engineering challenges. The kit comes with a Teacher Guide, a class set of 30 Student Guides, and the materials necessary to conduct the activities, including two KidWind Geared Turbines.

Level:

Teacher and Student Guides Energy From the Wind Kit Class Set of 30 Student Guides Class Set of Consumables

Intermediate $ 5.00 $ 525.00 $ 50.00 $55.00

Visit https://the-need-project.myshopify.com/collections/wind to purchase kits.

OTHER WIND KITS WIND IS ENERGY

WONDERS OF THE WIND

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EXPLORING WIND ENERGY

Awesome Extras! Our Awesome Extras page contains PowerPoints, animations, and other great resources to compliment what you are teaching! This page is available at www.NEED.org/educators/awesome-extras/.

Knows the average cost per kilowatt-hour of electricity for residential customers

Can name two renewable energy sources

Has an ENERGY STAR® appliance at home

Can name two ways to save energy at home

Has taken the ENERGY STAR® change a light pledge

Can explain the concept of energy efficiency

Uses two CFLs at home

Knows the perfector/patent holder of the incandescent light bulb Can name two reasons to use an ENERGY STAR® CFL or LED

N. Knows how much energy an incandescent bulb converts to wasted heat

ME E NA M

ME NA

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NA E

1.800.875.5029

NA M

ME NA

8408 Kao Circle, Manassas, VA 20110

ME ME NA

ME NA

Knows the significance of the ENERGY STAR® rating on appliances Knows what CFL stands for

Knows which energy source generates the most electricity in the U.S. H. Knows how electricity is generated

Knows a greenhouse gas produced by the burning of fossil fuels

NA M

M. Knows what a lumen is

BINGO

NA M

CHANGE A LIGHT

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Wind for Schools Evaluation Form Name

__________________________________________________ Grade Taught _____________

School ________________________________________________

Did you find this guide useful as you taught about wind in your classroom? Why or why not?

Did you complete all of the activities in the Wind for Schools guide? If not, which ones did you choose and why?

Were your students able to access the Wind for Schools portal? If so, please describe what your students found most useful about the site. Are there changes to the site that you believe would be beneficial?

Do you have recommendations for how we can improve this guide/program?

What other resources would be helpful to you?

Will you teach this unit again? Why or why not?

Please fax or email your comments to: FAX: 1-800-847-1820 EMAIL: info@need.org

ÂŠ2019 The NEED Project Wind for Schools

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