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=Energy Engineering “Windmills”= =An OSU Improving Teacher Quality: Sustainability Engineering Lesson (5th Grade)= (Adapted from Adventureengineering.com)

The United States Department of Energy has recognized your team’s excellent problem-solving skills. They are calling on you now to help a rural area in the United States. The people in rural towns desperately need an energy system that will meet their power needs. Access to oil, coal or natural gas is extremely expensive; therefore, the system must rely completely on renewable energy sources.
 * Problem-Based Learning Scenario **

Your team’s design of an energy system could save this rural area and the way of life for the people who live there. Your design must take into consideration: Your teacher will provide you with the information you need as your team works through this very important project. Good luck! The rural area you choose is counting on you!
 * the power demands of the town;
 * the availability of natural resources such as sunlight, wind, waterfalls, biomass etc.;
 * the layout of the town, including topography and location;
 * access to the rural town and availability of construction materials and equipment.

Each member of a team brings critical expertise to this process. Each of you must serve as your team’s expert, gathering and sharing information to make your best case for winning the contract for an airplane production facility in your community. Descriptions below are basic guidelines, but you may think of additional things you can contribute to your team. • **Mathematician –** You must become an expert in supply and demand. You must help your team design a windmill or a number of windmills that will meet the power demands of the town. • **Scientist –** You must become an expert on renewable energy sources to help your team select the best possible choice for the geographic location. You must help your team to use good experimental design when planning and testing your project. You will also be the expert on wiring circuits. • **Language/Communication Specialist –** You must lead the team in organizing a creative presentation for the U.S. Department of Energy which reflects your team's research, design and results. You may choose they way you present the information (e.g. audio, video, photo, drama, report. etc). Remember the goal is to persuade the department that your design is the best for the town you have chosen. • **Media/Technology Specialist –** There are a wealth of Internet resources that will be of help to your team on this project. You are responsible for guiding effective search strategies and practices and teaching the others how to use Google Earth. See Appendix B for full details on your assignment. • **Social Scientist –** You must become an expert in the culture and geography of the area you have chosen, and be sure they are suited to the energy system your group chooses.
 * Roles guidelines: **

The students will be designing an energy system for remote locations that have limited energy availability. This module focuses on harnessing wind for pumping and lifting and other energy intensive tasks as well as to harness electrical energy. This module is particularly relevant to sustainability as the world considers alternative sources of fuel that are not petroleum based. Wind power is used by 19 of Oklahoma’s rural electric cooperatives. Wind is a clean and renewable source of energy. In math, students need a basic understanding of calculating numbers with decimals. See Appendix A for background information on "Sources of Energy."
 * Content Background Information Required: **

**Student Objectives:** • Students will use guided questions in their lab journals to explore the problem thoroughly. • Students will construct a wind turbine blades using available materials – cardboard, plastic, wood, etc. for two to six blades. • Students will sketch their final blade assembly, labeling the dimensions of each blade and the diameter of the entire assembly. • Students will fasten their blades to the wood dowels. • Students will connect the multimeter and turn the dial to measure DC voltage. They should see readings in the 0.5 – 4 V range. • Students will place the turbine one meter away from a fan and let the voltage reading on the multimeter reach a constant value. Record the values in terms of fan speed (low, medium, and high) in lab journals. • Students will plot the voltage vs. wind speed on one graph and the voltage vs. rotations per second on another graph. For fan speed, your team will have to either 1) estimate the wind speed (how might you measure wind speed?) or 2) record low, medium, or high on the graph. • Students will share their data with the class. • Students will brainstorm the blade-related variables that might influence the power produced by the turbine. • Each team of students will be assigned a blade variable. Develop an experiment to investigate the influence of your variable on power. Be very specific about your hypothesis, the number of trials, the order of trials, the materials you will use, how you will record your data, etc. • Students will share their data with the class. • Using all the information from each team, students will craft a final design for your blades, test the design, and share the results with the class. Students will do a group presentation of their final design. The presentation is the culminating activity addressing the problem-based learning scenario. The "audience" for the presentation is the U.S. Department of Energy. The library media/technology specialist on each team will lead their group in using web resources to determine the best place in the United States to construct their wind farm.

Each student group needs:
 * Materials:**
 * Access to a windmill engine system
 * Blade Blanks (wood, plastic, cardboard, etc.)
 * Internet access and Google Earth software installed

1. Organize windmill materials for groups. 2. Prepare handouts:
 * Lesson Preparation:**
 * Rubric
 * Reflective Journal Prompt

Introduction 1. Discuss Renewable and Non renewable resources (KWL works well here) 2. Present class opener: Problem Based Learning Scenario above. 3. Make sure all team members understand their roles.
 * Lesson Procedures:**

1. Using science process, students will experiment with materials to construct the most efficient blade design for their windmill. 2. Students will sketch their final blade design with dimensions 3. Students attach blades to the motor and test the power produced using the multimeter to measure DC voltage. 4. Students will graph voltage vs. wind speed and voltage vs. rotations 5. Students will present their final blade design with the class. 6. Students will use the website XXXX to determine a rural area in the United States (excluding Oklahoma) that would greatly benefit from a wind farm. 6. Students will create presentation for the U.S. Department of Energy and do the presentation
 * Body**

Rubric evaluations – Attached to this lesson is a rubric. Group presentations –
 * Conclusion**

Ideas for content area extensions and assessment: Add your own ideas and ideas from other teams here! 1. Math 2. Science 3. Social Studies 4. Language Arts 5. Library Media/Technology
 * Assessments:**

**PASS:** **Math:** ** Standard 1: Algebraic Reasoning - The student will use number properties to simplify and solve simple linear equations. ** 1.   Use a variety of methods to model and solve one-step linear equations (e.g., use properties of equality, graph ordered pairs with paper and pencil, use graphing calculators). ** Standard 2: Number Sense - The student will use numbers and number relationships to acquire basic facts and determine the reasonableness of results. ** 1. Integers a. Compare and order positive and negative integers and describe their use in real-life situations (e.g., temperature, sea level, stock market fluctuations, football yardage). b. Use the basic operations on integers to solve problems. 2. Ratio, Proportion and Percents a. Demonstrate the concept of ratio and proportion with models (e.g., similar geometric shapes, scale models). b. Set up equivalent ratios, estimate and solve problems using ratio, proportions, and percents including percents greater than 100 and less than 1. c.   1.   Customary and Metric Measurements a. Select and use appropriate tools for measurements in practical applications and make reasonable estimates of measurements in a particular situation using the appropriate unit. b. Use estimates to relate customary and metric measurements to each other. 1. Use data from a sample to predict possible outcomes and compute simple probabilities as fractions, decimals or percents (e.g., use data from lists, tree diagrams, frequency distribution tables, area models).
 * Content Standards  **
 * Standard 4: Measurement - The student will use measurement to solve problems in a variety of contexts. **
 * Standard 5: Data Analysis and Probability - The student will use probability to formulate and justify predictions from a set of data. **
 * Science: **
 * Physical Science Standard 1:** Properties and Physical Changes in Matter- Students will describe physical characteristics of matter using shape, size and mass, color and texture. Students will integrate the process standards.
 * Earth Science Standard 5:** Structures of the Earth System- Students will experiment with wind.

Standard 1:** Vocabulary- The student will expand vocabulary.
 * Language Arts:
 * Standard 5:** Research and Information- the student will conduct research and organize information.
 * Oral Language/Listening and Speaking Standard 1:** Listening- The student will listen for information and for pleasure.
 * Oral Language/ Listening and Speaking Standard 2:** Speaking- The student will express ideas and opinions in group or individual situations.

**Social Studies:** **Standard 2:** The student will use geographic representations to draw conclusions (i.e. longitude, and latitude, scale, orientation)  Standard 1: The student who is information literate accesses information efficiently and effectively. 2. The student will demonstrate he/she knows that in order to make decisions accurate information is needed. Standard 2: The student who is information literate evaluates information critically and competently. 3. The student will be able to determine relevancy of information to his/her needs. Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. 4. The student follows guidelines in acceptable use policies and guidelines for technology usage. Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. 1. The student will demonstrate the ability to be a contributing member of a group by locating, using and communicating information to solve a need or problem. 2. The student will respect diversity of thoughts and backgrounds of group members. **Instructional Technology:** Standard 3: The student will demonstrate knowledge of technology productivity tools. 2. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Standard 5: The student will demonstrate knowledge of technology research tools. 1. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. 4. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. **Process Standards** **  Math: **** Process Standard 1: Problem Solving  ** 1. Develop and test strategies to solve practical, everyday problems which may have single or multiple answers. 2. Use technology to generate and analyze data to solve problems. 3. Formulate problems from situations within and outside of mathematics and generalize solutions and strategies to new problem situations. 4. Evaluate results to determine their reasonableness. 5. Use oral, written, concrete, pictorial, graphical, and/or algebraic methods to model mathematical situations. 1. Discuss, interpret, translate (from one to another) and evaluate mathematical ideas (e.g., oral, written, pictorial, concrete, graphical, algebraic). 2. Reflect on and justify reasoning in mathematical problem solving (e.g., convince, demonstrate, formulate). 1. Identify and extend patterns and use experiences and observations to make suppositions. 2.  Develop and evaluate mathematical arguments (e.g., agree or disagree with the reasoning of other classmates and explain why). 1. Apply mathematical strategies to solve problems that arise from other disciplines and the real world. 2. Connect one area or idea of mathematics to another.(e.g., relate equivalent number representations to each other, relate experiences with geometric shapes to understanding ratio and proportion). 1. Use a variety of representations to organize and record data (e.g., use concrete, pictorial, and symbolic representations). 2.  Use a variety of representations to model and solve physical, social, and mathematical problems (e.g., geometric objects, pictures, charts, tables, graphs).
 * Standard 3:** The student will analyze selected cultures which hae affected our history by comparing and contrasting common characteristics of culture.
 * Information Literacy:**
 * Process Standard 2: Communication **
 * Process Standard 3: Reasoning **
 * Process Standard 4: Connections **
 * Process Standard 5: Representation **

Process Standard 1:** Observe and Measure- Students will observe and measure using appropriate tools and units. Students will identify qualitative and /or quantitative changes given conditions before, during, and after an event.
 * Science:

Standard 1:** Student will develop and practice the process skills of social studies. Language Arts: Writing Process Standard 2:** Modes and Forms of Writing- The student will write for a variety of purposes and audiences using narrative, descriptive, expository, and persuasive, and reflective modes.
 * Social Studies:
 * 
 * Writing Process Standard 3:** Grammar/Usage and Mechanics- The student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing.

 

=**Appendix A **= **Sources of energy** We use many different energy sources to do work for us. Energy sources are classified into two groups—**<span style="color: rgb(255, 153, 51)">renewable ** and **<span style="color: rgb(255, 153, 51)">nonrenewable **. Renewable and nonrenewable energy can be converted into secondary energy sources like electricity and hydrogen. In the United States, most of our energy comes from nonrenewable energy sources. Coal, petroleum, natural gas, propane, and uranium are nonrenewable energy sources. They are used to make electricity, to heat our homes, to move our cars, and to manufacture all kinds of products.

These energy sources are called <span style="color: rgb(17, 15, 14)">**//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 can’t make more petroleum in a short time. Electricity and hydrogen are different from the other energy sources because they are **<span style="color: rgb(16, 13, 10)">secondary ** sources of energy. Secondary sources of energy—energy carriers— are used to store, move, and deliver energy in easily usable form. We have to use another energy source to make electricity or hydrogen. In the United States, coal is the number one energy source for generating electricity. Today the cheapest way to get hydrogen is by separating it from natural gas, a nonrenewable energy source. Hydrogen can also be separated from water and from renewables but hydrogen made from these sources is currently too expensive to compete with other fuels. Scientists are working on ways to make hydrogen from water and renewables more affordable.
 * //Renewable//** energy sources include biomass, geothermal energy, hydropower, solar energy, and wind energy. They are called <span style="color: rgb(14, 13, 11)">renewable energy sources because they are replenished in a short time. Day after day, the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity.

Most wind power is generated in the form of electricity. Large scale wind farms are connected to electrical grids. Individual turbines can provide electricity to isolated locations. In windmills, wind energy is used directly as mechanical energy for pumping water or grinding grain. Wind energy is plentiful, renewable, widely distributed, clean, and reduces greenhouse ga emissions when it displaces fossil-fuel-derived electricity. The intermittency of wind seldom creates problems when using wind power to supply a low proportion of total demand, but it presents extra costs when wind is to be used for a large fraction of demand. However these costs even for quite large percentage penetrations are considered to be modest.
 * Wind power** is the conversion of wind energy into a useful form, such as electricity, using wind turbines. At the end of 2007, worldwide capacity of wind-powered generators was 94.1 gigawatts.[|[1]] Although wind currently produces about 1% of world-wide electricity use, it accounts for approximately 19% of electricity production in Denmark, 9% in Spain and Portugal, and 6% in Germany and the Republic of Ireland (2007 data). Globally, wind power generation increased more than fivefold between 2000 and 2007.

The siting of turbines has become a controversial issue amongst those concerned about the value of natural landscapes, particularly since the best sites for wind generation tend to be in scenic mountain and oceanside areas.

The modern wind power industry began in 1979 with the serial production of wind turbines by Danish manufacturers Kuriant, Vestas, Nordtank, and Bonus. These early turbines were small by today's standards, with capacities of 20 to 30 kW each. Since then, they have increased greatly in size, while wind turbine production has expanded to many countries all over the world. There are now many thousands of wind turbines operating, with a total capacity of 73,904 MW of which wind power in Europe accounts for 65% (2006). Wind power was the most fastest growing energy source at the end of 2004. World wind generation capacity more than quadrupled between 2000 and 2006. 81% of wind power installations are in the US and Europe, but the share of the top five countries in terms of new installations fell from 71% in 2004 to 62% in 2006. In 2007, the countries with the highest total installed capacity were Germany, the United States, Spain, India, and China (see chart). By 2010, the World Wind Energy Association expects 160GW of capacity to be installed worldwide, up from 73.9 GW at the end of 2006, implying an anticipated net growth rate of more than 21% per year. A growing market is Brazil, with a wind potential of 143 GW. The federal government has created an incentive program, called Proinfa, to build production capacity of 3300 MW of renewable energy for 2008, of which 1422 MW through wind energy. The program seeks to produce 10% of Brazilian electricity through renewable sources.

=Appendix B=

Windmill Module Content Activity for Library Media/Technology Specialists and Social Studies Teachers
One of the biggest barriers to the use of wind energy is the lack of detailed information about the wind conditions in an area. The performance and economics of wind energy systems are very sensitive to the magnitude and variability of the wind resource, which by nature is highly site specific. A site's wind conditions are influenced by regional weather patterns as well as many other factors, including the elevation of the site relative to surrounding lands, the shape and orientation of the terrain, the vegetative cover, the size and proximity of local buildings and other obstacles, and the nearness to shorelines. Good wind areas cover nearly 6% of the U.S. As you take the steps below, make sure and keep in mind these factors: • Wind speed – wind turbines start to work when the wind speed reaches 5 m/s. • Ornithology – there is a lot of debate about the effect of wind turbines on bird populations • Ecology – consider proximity to local nature reserves, national parks, monuments, sites of special areas of conservation or of scientific interest • Noise – the noise of wind turbines may be quite bothersome to nearby residents • Shadow flicker – nearby residents may be bothered by the shadows flickering when the blades rotate • Access to a highway – you will need good access to the site for construction and maintenance purposes • Aeronautical and military impacts – wind turbines can have an impact on aviation activities, typically on radar systems or on low flying exercises • Landscape and visual impacts – this is always of great concern to the residents of the area In addition to the resources listed in the steps below, you can also search using the customized search engine that was set up just for this workshop: http://www.google.com/coop/cse?cx=016463801625478529322:0wwczgn6llu Use the United States Renewable Resources Atlas at http://mapserve2.nrel.gov/website/Resource_Atlas/viewer.htm to determine a rural area that is rated Superb or Excellent for wind resources. Use the reference resources on FactMonster (http://factmonster.com) to gather specific information about the site you have chosen. Use this map: http://www.nationalgeographic.com/wildworld/terrestrial.html?detail=undefined&size=large&id=1&cMinx=-180&cMaxx=180&cMiny=-90&cMaxy=90 from National Geographic to collect facts about the ecosystem of the rural area you have chosen. Open Google Earth (free download at http://googleearth.com) and locate your chosen site. Use the “roads” and “3D buildings” layers to determine whether there is adequate road access. Measure the distance from where you want to put your wind farm to the nearest dwellings. Create a Plackmark on the site you are choosing. Create an annotation for your placemark explaining why this is the best location. Incorporate the information from this activity into your team’s presentation.

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