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Wind for Schools Data Driven Lessons and Activities Designed to Support Classrooms with Small Wind Installations in Theirir School Community

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Wind for Schools Data Driven Lessons and Activities Designed to Support Classrooms with Small Wind Installations in Theirir School Community 2012-2013 Wind for Schools Data driven lessons and activities designed to support classrooms with small wind installations in theirir school community. Grade Level: Intermediate Secondary Subject Areas: Science Technology Social Studies Math Language Arts 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, multi- sided energy education programs. Teacher Advisory Board Teacher Advisory Board Statement Shelly Baumann Matthew Inman In support of NEED, the national Teacher Advisory Board Rockford, MI Spokane, Washington (TAB) is dedicated to developing and promoting standards- based energy curriculum and training. Constance Beatty Michelle Lamb Kankakee, IL Buffalo Grove, IL Permission to Copy Sara Brownell Barbara Lazar NEED materials may be reproduced for non-commercial Canyon Country, CA Albuquerque, NM educational purposes. Loree Burroughs Robert Lazar Merced, CA Albuquerque, NM Energy Data Used in NEED Materials Amy Constant Leslie Lively NEED believes in providing the most recently reported Raleigh, NC Reader, WV energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Joanne Coons Mollie Mukhamedov Information Administration’s Annual Energy Review that is Clifton Park, NY Port St. Lucie, FL published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum Nina Corley Don Pruett materials. To do further research, visit the EIA web site at Galveston, TX Sumner, WA www.eia.gov. EIA’s Energy Kids site has great lessons and activities for students at www.eia.gov/kids. Regina Donour Josh Rubin Whitesburg, KY Palo Alto, CA Linda Fonner Joanne Spaziano New Martinsville, WV Cranston, RI Samantha Forbes Gina Spencer Vienna, VA Virginia Beach, VA Viola Henry Tom Spencer Thaxton, VA Chesapeake, VA Robert Hodash Joanne Trombley Bakersfield, CA West Chester, PA DaNel Hogan Jim Wilkie Kuna, ID Long Beach, CA Greg Holman Carolyn Wuest Paradise, CA Pensacola, FL 1.800.875.5029 www.NEED.org Linda Hutton Wayne Yonkelowitz © 2012 Kitty Hawk, NC Fayetteville, WV Printed on Recycled Paper 2 Wind for Schools Wind for Schools Table of Contents Correlations to National Science Education Standards 4 Teacher Guide 8 Internet Resources 17 Special thanks to Remy Average Wind Speed Master 18 Pangle, Virginia Center for SkyStream Master 19 Wind Energy, JMU and: Collecting Weather and Wind Turbine Data 20 Charles Newcomb, NREL Data Collection 21 Ian Baring-Gould, NREL Idaho National Laboratory Measuring the Wind Master 22 KidWind Build an Anemometer 23 Wind Application Centers Blade Design Challenge 24 Wind For Schools Blade Design Challenge Rubric 25 Calculating Wind Power 26 Wind Energy Math Calculations 27 Sample Graphs From the Wind for Schools Web Site 29 Turbine Comparison Chart 30 Electric Nameplates Investigation 31 What Can the Wind Power? 32 This guide was created with Cost of Using Machines 34 support of the National Renewable Measuring Tall Objects 35 Energy Laboratory, the Wind Powering America program, and Submit an Estimate 37 Idaho National Laboratory. Wind in the Community 38 Wind Careers—Personal Profile Page 39 Energy Geography Part 1 40 Energy Geography Part 2 41 Student Informational Text 43 Wind Energy Timeline 55 Wind Glossary 57 Evaluation 61 Cover image courtesy of Idaho National Laboratory ©2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org 3 Correlations to National Science Education Standards: Grades 5-8 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org. Intermediate Content Standard A | SCIENCE AS INQUIRY Abilities Necessary to do Scientific Inquiry Identify questions that can be answered through scientific investigation. Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Use mathematics in all aspects of inquiry. Understandings about Scientific Inquiry Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding. Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science dvances.a Science advances through legitimate skepticism. Asking questions and querying other scientists’ explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations. Intermediate Content Standard B | PHYSICAL SCIENCE Transfer of Energy Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light mechanical motion, or electricity might all be involved in such transfers. The sun is a major source of energy for changes on the Earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the Earth, transferring energy from the sun to the Earth. The sun’s energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. Intermediate Content Standard E | SCIENCE AND TECHNOLOGY Understandings about Science and Technology Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits. Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology. Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics. 4 Wind for Schools Correlations to National Science Education Standards: Grades 5-8 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org. Intermediate Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES Personal Health Natural environments may contain substances (for example, radon and lead) that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air. Natural Hazards Human activities can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activityes can accelerate many natural chanse. Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures. Risks and Benefits Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks. Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking). Individuals can use a systematic approach to thinking
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