Windmill Challenge STEM Module VCS April 24, 2012

Transcription

1 Windmill Challenge

2 Teacher Notes Volusia County STEM-Extension Lesson Using the 5E Model Windmill Challenge Objective: Students will use background knowledge of energy to create a windmill and compete with other groups to produce the windmill that produces the most voltage. *This lesson plan is a guide for this STEM ACTIVITY. Adjust as necessary to meet the needs of your students. Engage Explore DAY ONE Follow the PowerPoint day 1, Slides- 1-4 (Show these slides to students) Click on links for videos Distribute handouts for pinwheel activity DAY TWO Follow the PowerPoint day 2, Slides (Show these slides to students) Follow activities as explained on the slides OPTIONAL: Read Energy Story after slide 10 Explanation DAY THREE Follow the PowerPoint day 3, Slides (Show these slides to students) Follow activities as explained on the slides Students use the last several pages for the planning of their designs. Slide 16 provides a guideline of rules that give parameters for the designs.

3 The student transaction register ties in the math benchmarks MA.8.A.1.6, MA.8.A.6.3, & MA.8.A.6.4. On the final project rubric, two items pertaining to math are included; Budget- staying within the $100 limit, and Transaction calculations- ability to calculate interest and balance accurately. Terms- Loan- Money lent at interest. Interest- A charge for money borrowed. Students should be making a 5% deduction per day on any remaining balance. Ex. If after day one, the balance is $77, then on day 2 students will calculate interest on the $77 by multiplying the balance times the interest rate of 5%. 77 x.05 = $3.85, so $3.85 will be deducted from their balance. Example:

4 Extension DAY FOUR THROUGH END OF PROJECT (this will vary according to your activities) Students collaborate and work on windmill designs following activities as explained on the slides. Evaluate ASSESSMENT use rubric for evaluating the student designs

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8 Chapter 16: Wind Energy Wind can be used to do work. The kinetic energy of the wind can be changed into other forms of energy, either mechanical energy or electrical energy. When a boat lifts a sail, it is using wind energy to push it through the water. This is one form of work. Farmers have been using wind energy for many years to pump water from wells using windmills like the one on the right. In Holland, windmills have been used for centuries to pump water from low-lying areas. Wind is also used to turn large grinding stones to grind wheat or corn, just like a water wheel is turned by water power. Today, the wind is also used to make electricity. Blowing wind spins the blades on a wind turbine -- just like a large toy pinwheel. This device is called a wind turbine and not a windmill. A windmill grinds or mills grain, or is used to pump water. The blades of the turbine are

9 attached to a hub that is mounted on a turning shaft. The shaft goes through a gear transmission box where the turning speed is increased. The transmission is attached to a high speed shaft which turns a generator that makes electricity. If the wind gets too high, the turbine has a brake that will keep the blades from turning too fast and being damaged. You can use a single smaller wind turbine to power a home or a school. The small turbine on the right makes enough energy for a house. In the picture on the left, the children at this Iowa school are playing beneath a wind turbine that makes enough electricity to power their entire school. We have many windy areas in California. And wind is blowing in many places all over the earth. The only problem with wind is that it is not windy all the time. In California, it is usually windier during the summer months when wind rushes inland from cooler areas, like the ocean to replace hot rising air in California's warm central valleys and deserts. In order for a wind turbine to work efficiently, wind speeds usually must be above 12 to 14 miles per hour. Wind has to be this speed to turn the turbines fast enough to generate electricity. The turbines usually produce about 50 to 300

10 kilowatts of electricity each. A kilowatt is 1,000 watts (kilo means 1,000). You can light ten 100 watt light bulbs with 1,000 watts. So, a 300 kilowatt (300,000 watts) wind turbine could light up 3,000 light bulbs that use 100 watts! As of 1999, there were 11,368 wind turbines in California. These turbines are grouped together in what are called wind "farms," like those in Palm Springs in the picture on the right. These wind farms are located mostly in the three windiest areas of the state: Altamont Pass, east of San Francisco San Gorgonio Pass, near Palm Springs Tehachapi, south of Bakersfield Together these three places in California make enough electricity to supply an entire city the size of San Francisco! About 11 percent of the entire world's wind-generated electricity is found in California. Other countries that use a lot of wind energy are Denmark and Germany. Once electricity is made by the turbine, the electricity from the entire wind farm is collected together and sent through a transformer. There the voltage is increase to send it long distances over high power lines.

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12 1. Identify design requirements and limitations 2. Rough draft design 3. List all the materials and cost to build your rough draft design [Type text]

13 4. Detailed design 1. All parts and materials labeled 2. Cost for all materials used 3. Drawn to scale (one box = 1 cm) Materials and Parts List Cost Expected mass (grams): [Type text]

14 Your registry is starting with $100 which you obtained from a bank loan. Each day you hold this loan you will need to deduct 5% interest from your account balance. TRANSACTION REGISTER transaction # Date Transaction Description check amnt-debit depositcredit Balance 1 BANK LOAN $100 $ Costs: Use of Testing apparatus $10 Testing fee $15/test scotch tape $1/6"piece duct tape $2/6"piece CD $20 Manilla folder $5 cardboard squares $5 scissors $1/day expert advice (from teacher) $1/question

15 Building A Structure : Windmill design Student Name: CATEGORY Explanations by all Explanations by all Explanations by most group members group members indicate group members indicate a clear and a relatively accurate indicate relatively accurate understanding of accurate understanding of scientific principles understanding of scientific principles underlying the scientific principles underlying the construction and underlying the construction and modifications. construction and modifications. modifications. Scientific Knowledge Construction - Materials Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected. Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. Inappropriate materials were selected and contributed to a product that performed poorly. Modification/Tes ting Data Collection Clear evidence of troubleshooting, testing, and refinements based on data or scientific Data taken several times in a careful, reliable manner. Clear evidence of troubleshooting, testing and refinements. Some evidence of troubleshooting, testing and refinements. Data taken twice in a Data taken once in a careful, reliable manner. careful, reliable manner. Little evidence of troubleshooting, testing or refinement. Data not taken carefully OR not taken in a reliable manner. Testing Data Design gets 600 milivolts or greater. Design gets between milivolts. Design gets milivolts. Design gets 199 milivolts or less Budget Group stays within budget Group is not within budget Transaction calculations All transactions accounted for correctly including interest. All transactions Some transactions accounted for accounted for with corerectly but errors are errors. within interest. Multitude of errors are in calculations and little effort is shown.