Problem statement, Standards, Data and Technology

Transcription

1 1 Lesson Plan Title: Go Like The Wind Building Wind Turbine Challenge Lab Teacher Name: Matt Brian Subject: Environmental Science School: East Noble High School Grade Level: 10 th 12 th Grade Problem statement, Standards, Data and Technology Asking questions and defining problems Establish driving question for the lesson plan or define problem students will be solving. How can students build the most-power effective wind turbine? (It is a competition between other groups.) Attach any documents used to establish the driving question or define the problem. Incorporating Next Generation Science Standards, Common Core, or State Standards State the standards that will be covered during this lesson plan. Include all standards which may apply (NGSS, Common Core, or State Standards). Obtaining and evaluating information How will students be obtaining and/or collecting the information? Env.2.4 Recognize and describe the different sources of energy, including fossil fuels, nuclear, and alternative sources of energy provided by water, wind, geothermal, biomass/biofuels, and the sun. Env.4.1 Explain environmental policies/organizations (Clean Water Act, Clean Air Act, Endangered Species Act, Species Survival Plan, Resource Conservation and Recovery Act, Department of Energy, and the World Health Organization) and identify their impact. Students will research and construct a wind turbine using materials given to them by the teacher. Students will research the dynamics of the turbine blades and rotor to generate the most power.

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3 3 Analyzing and interpreting data How will students be analyzing and interpreting the collected data? Students will be collecting data over voltage (V) and current (A) produced from their wind turbine design. Students will then find the mean of both of these measurements, and use it to calculate for power (W). Use of technology and software Indicate the type of technology and software students will be using in order to implement this lesson plan. Students will use the Internet, Logger Pro software, Vernier Energy Sensor, and Google Docs and Spreadsheets. Collaboration, critical thinking and communication Collaboration Indicate how students will be collaborating during the implementation of the lesson plan Students will be placed in groups of 3-4 to design and test the structure of their wind turbine. In their group, each member will be assigned a certain subject to research about wind turbine blades and/or rotors. They will come back together as a group to discuss what they have learned from their research, and apply it to designing the best wind turbine to produce the most power. They will be collaborating the entire time throughout the planning, constructing, and testing process. Critical Thinking How will the students evaluate the question or defined problem to reach an objective conclusion? How will the students being using the learned content and collected data to be able to critically think about the established question and/or problem on this lesson plan? References Cited Are all references cited? Students are to research the basic structure and function of wind turbines. In their research, they will figure out how different propellers and blades affect the amount of power output of a wind turbine. The students will record their research findings onto Wind Turbine Research outline worksheet. They will use their research to compete against other groups and build the most power efficient wind turbine.

4 4 Communication How will the students communicate their findings and conclusion regarding the established question and/or problem? References Teacher s References Include all references used to develop and implement this lesson plan. Students will write a formal scientific lab report over their findings. They will compare and explain their results to other groups that performed the wind turbine lab. DeMoss, G.S., & Volz, D.L. (2007). Investigating Environmental Science through Inquiry: Environmental Science Investigations Using Vernier Sensors. Beaverton, OR: Vernier Software & Technology. Kidwind Project. (2006). Wind Turbine Blade Design. Retrieved from U.S. Department of Energy's Office of Energy Efficiency and Renewable Energy: Shuttershock. (2012, July 27). Wind trubines [Image]. Retrieved from The White Energy. (2016). Wind Energy [Image]. Retrieved from United States Department of Energy. (2017). How Do Wind Turbines Work? Washington, D.C., United States. Retrieved from U.S. Department of Energy s Office of Energy Efficiency and Renewable Energy: Student s References Include all references students will need to complete this lesson plan. Students can use, but are not limited to the following resources for research: 1. How Do Wind Turbines Work: 2. Wind Power Fundamentals: 3. Wind Turbine Blade Design, Flat or Curved :

5 5 Assessment Plan Assessment Plan How will the students be assessed during and/or at the end of the lesson plan? Include resources that will be used to assess the students for the lesson plan Wind Turbine Design : 5. Wind Turbine Rotor Issues: 6. Wind Turbine Overview : 7. Wind 101 : 8. How Wind Turbines Work : All other resources are attached below the lesson plan. A variety of formative assessments will be used throughout this lesson. Daily questions (or bell ringers) will be given at the beginning of each day throughout the lesson to either review a concept from the day before or to introduce the topic at the beginning of the period. The summative assessment for the end of the lesson will be writing the scientific lab report over their results during the lab investigation.

6 Resources and Costs Resources Needed List all the resources needed (equipment, facilities, materials or any other resources). STEM Energy Lesson Plan Elements Inclusion Logger Pro Mini &Vernier Energy Sensor Fan Ring stand and Utility clamp Costs List the estimated cost of implementing this lesson plan. Include all costs related to equipment, materials and any resource critical to the implementation of the lesson plan. Implementation Plan Implementation Plan Timeline Establish the timeline to implement the lesson plan. Provide an estimate of time and days in order to complete the lesson plan. Department of Energy Interactive lecture Discuss research and research outline Go over group contract Exit Slip over Lab expectations 1.5 V DC motor Black and red alligator clip cord Materials for building turbine (paper, index cards, straws, aluminum foil, wooden skewers, pipe cleaners, modeling clay, toothpicks, etc.) 1.5 V DC motor with leads = ~ $4.99 x 10 ~ $49.90 All other materials are already purchased. Day 1 Day 2 Day 3 Day 4 Day 5 Research over Design and Make wind turbines build wind modifications Complete turbine to wind wind turbine propeller turbines (20 outline Test and minutes) Complete record Test and Exit findings for record final Slip (3 things initial results results you learned, 2 Exit Slip over Mini-Classroo interesting Initial Results m discussion facts, and 1 (What worked over lab question) and what results didn t?) Discuss lab report write and rubric 6 Work and complete lab report write-up Lab report is due at the beginning of the following week

7 7 Name Date Period Go Like The Wind Building Wind Turbines Research Outline Env.2.4 Recognize and describe the different sources of energy, including fossil fuels, nuclear, and alternative sources of energy provided by water, wind, geothermal, biomass/biofuels, and the sun. Env.4.1 Explain environmental policies/organizations (Clean Water Act, Clean Air Act, Endangered Species Act, Species Survival Plan, Resource Conservation and Recovery Act, Department of Energy, and the World Health Organization) and identify their impact. Directions : Your job is to research and answer the questions below about the structure and function of wind turbines. Below are a list of sources you can use, but not limited to, in your research. List of Resources: 9. How Do Wind Turbines Work: Wind Power Fundamentals: Wind Turbine Blade Design, Flat or Curved : Wind Turbine Design : Wind Turbine Rotor Issues: Wind Turbine Overview : Wind 101 : How Wind Turbines Work : I. Wind Energy

8 A. How do wind turbines collect wind energy? STEM Energy Lesson Plan Elements Inclusion 8 B. How does wind energy get converted into electricity? C. Describe the relationship between wind speed and power output.

9 9 II. Rotor of Wind Turbine A. Explain the importance of the wind turbine rotor.

10 10 B. How does rotor size affect power output of a wind turbine? C. How does rotor shape affect power output of a wind turbine?

11 11 II. Blades of Wind Turbine A. Explain how the number of blades affects power output. B. Explain how the angle of the blades affects power output.

12 12 III. List Of Sources

13 13 Name Date Period Go Like the Wind Building Wind Turbines Challenge Lab Env.2.4 Recognize and describe the different sources of energy, including fossil fuels, nuclear, and alternative sources of energy provided by water, wind, geothermal, biomass/biofuels, and the sun. Env.4.1 Explain environmental policies/organizations (Clean Water Act, Clean Air Act, Endangered Species Act, Species Survival Plan, Resource Conservation and Recovery Act, Department of Energy, and the World Health Organization) and identify their impact. Introduction

14 Wind turbines operate in a basic process. The energy from wind turns propeller-like blades around a rotor. The rotor is connected to the main shaft, which spins a generator to create electricity (U.S. Department of Energy, 2017). The U.S. Department of Energy has made wind energy an increasingly popular alternative to generating electricity. Unlike traditional energy resources such as coal and oil that contribute large quantities of air pollutants into the atmosphere, wind power relies on a non-polluting, renewable, and ever-present resource, the wind. The DOE over recent years has made collecting wind energy more affordable and a more viable alternative for many people around the United States (DeMoss & Volz, 2007). Blade design and engineering is one of the most complicated and important aspects of current wind turbine technology. Today engineers strive to design blades that extract as much energy from the wind as possible throughout a range of wind speeds and gust yet be durable, quiet and cheap (Kidwind Project, 2006). In this lab, you will design your own wind turbine to generate as much power as possible. You will be competing against other groups in the class. The power output can be calculated by measuring the current and voltage produced by the motor. Power is determined using the relationship P = V I Power = voltage x current Where power has units of watts (W), voltage has units of volts (V), and current has units of amperes (A). 14 Purpose Your challenge is to build your own wind turbine that can generate as much power as possible from a fan. Hypothesis Write a hypothesis in the form of an if [...], then [...] over how to build a wind turbine while generating the most power from a fan. Materials Laptop Logger Pro Mini Vernier Energy Sensor

15 1.5 V DC motor 1 black alligator clip cord 1 red alligator clip cord Ring stand Utility clamp Paper Craft sticks Index cards Toothpicks Modeling clay Metal rods String Pipe cleaners Straws Aluminum foil Wooden skewers Scissors Fan STEM Energy Lesson Plan Elements Inclusion 15 Experimental Design As stated from earlier, your goal is to create the most-power effective wind turbine as possible. Given the materials, you can create your wind turbine any way you want. The experimental design is strictly only over the blades and rotor (hub) of the wind turbine. Remember, before you can start creating your wind turbine, you need to complete both the wind turbine research outline and model design worksheet. Here are some questions that you might want to think about before you start building : What is the relationship between wind speed and power output? What is the relationship between rotor size and power output?

16 What is the relationship between rotor shape and power output? What is the relationship between turbine blade and power output? How does the angle of the turbine blades affect power output? How does the number of blades affect power output? 16 Procedure 1. After building your rotor and blades of your wind turbine, secure the motor to the ring stand using a utility clamp, as demonstrated in class. 2. Insert the shaft of your propeller (rotor) onto the motor. 3. Open up Logger Pro or on your laptop. 4. Connect the Logger Pro Mini to the USB port on your laptop. 5. Connect the Vernier Energy Sensor to your Logger Pro Mini as shown in class. 6. Connect the red and black alligator clips to the appropriate color wires to the motor. 7. Attach the metal tips of the black and red alligator cords to the Source side of the Vernier Energy Sensor. 8. Since the direction of spin of the pinwheel depends on its design, you will need to check to see that both the current and voltage readings are positive. Blow on the blades and figure out if the readings are negative or positive. 9. If the readings are negative, disconnect the wires from the motor and reconnect them. 10. Once your readings are positive, zero both the current and voltage by choosing Zero from the Experiment menu of Logger Pro. 11. Place the wind turbine about 15 cm away from a fan. 12. Turn on the fan to the highest setting. Wait for 60 seconds unit the fan reaches a constant velocity. 13. Start the data collection by pressing the green button under Logger Pro on your laptop. 14. Stop the data collection after 30 seconds. 15. Use the Statistics function to determine the mean current and mean voltage readings. Record these values. 16. Calculate for power by using the equation on page Repeat steps 1-12 for your final turbine trial. Results 1. First Wind Turbine a. Our first wind turbine had a mean current of and mean voltage of. b. Our first wind turbine generated units of power. 2. Final Wind Turbine a. Our first wind turbine had a mean current of and mean voltage of.

17 b. Our first wind turbine generated units of power. STEM Energy Lesson Plan Elements Inclusion Using snipping tool, copy and paste your voltage and current graphing results for both the first and final wind turbine. 4. Create a graph showing the relationship between the power calculated from your original wind turbine design from your final design. Go Like The Wind Building Wind Turbines Challenge Lab Report Write-Up Directions: After performing this experiment, use the information to analyze and explain the power output results from your wind turbine by writing a formal scientific lab report. Refer to the Lab Report Format guidelines and expectations page for any questions on how to construct your lab report. Your paper should be typed with 11 pt. Times New Roman font, 1 inch margins, and spaces between lab report headers. See below for the grading rubric for the lab report. Go Like The Wind Building Wind Turbines Challenge Lab Report Grading Rubric Category Score

18 Title Should include a descriptive title, name, date, and class period. STEM Energy Lesson Plan Elements Inclusion / 1 pt. 18 Introduction Should describe the purpose of the study and the research done for the background information. Make sure sources are cited in APA format. Purpose Should include a brief statement of the problem being investigated, and a hypothesis that describes the expected results. Equipment/Materials Include a list of all laboratory equipment and materials used in the investigation. Procedure Include a list of steps needed to conduct this experiment. Data and Analysis Include all data, such as tables, graphs, and calculations in this section. Explain what you learned from performing this laboratory. Conclusion Use data to answer the scientific question. Discuss the purpose of the lab and if you accomplished it. Works Cited Include all the sources used in this laboratory. Must be done in APA format. Scientific Writing Must follow the lab report format and no usage of pronouns. / 8 pts. / 5 pts. / 5 pts. / 2 pts. / 8 pts. / 8 pts. / 5 pts. / 8 pts.

19 19 Total Score / 50 pts.

20 20 Standards: LAB REPORT FORMAT THE GOLDEN RULE: You may not use the words: I, we, our, mine, theirs, etc. Ex) WRONG: Our data revealed a trend in % solid testing. CORRECT: The data reveals a trend in % solid testing. Title: Descriptive Title Name, Date, Class Introduction: This should be done last The introduction briefly describes the purpose of the study and the kind of experiments that you did, any background information on the topic being studied. 1-2 paragraphs as a minimum. Make sure to cite sources using APA format. Purpose: This is a brief statement of the problem to be investigated. The hypothesis describes expected results based on prior knowledge of the topic If (Cause/Independent variable) then (Effect/Dependent Variable) DO NOT write I Think/I feel/i believe Equipment/Materials: Include a list of all laboratory equipment used in the investigation. Remember to include only the equipment that was needed to perform the labs your group conducted.

21 Procedure: Refer to your lab sheet and it is ok to exact copy the procedure if there is one present. List the specific steps used to conduct the laboratory. 21 Analysis and Data: Include all data collected during the experiment in a clear and organized manner. Tables Units in a data table should be in the column heading. A table must include a sentence or two to summarize the data noting any trends o ("Notice that as the volume decreases, the circumference increases.") Graphs Each graph should have a title. The title should include reference to the independent (manipulated) and dependent (responding) variable. Units for the axis of a graph should be included on that particular axis. A graph must include a sentence or two to summarize the data noting any trends ("Notice that as the volume decreases, the circumference increases.") Calculations You should include one example of each type of calculation that was computed. What did you learn or discover from this lab? Statistics are encouraged when applicable. This might include mean, standard deviation, etc.

22 Conclusion: Answer the questions if present. Use data from the lab to support your conclusion. Refer to your problem/objective and hypothesis. Discuss the purpose of the lab and if you accomplished it. 22 Works Cited: APA Format. Use Microsoft word to create the sources and works cited. Name Period Date Wind Turbine Challenge Expectations Exit Slip 1. List and explain at LEAST 3 expectations that you are required to follow during the Wind Turbine Challenge Lab. a.

23 23 b. c. Name Period Date Exit Slip: Wind Turbine Research 1. Explain three things that you learned from researching wind turbines today.

24 24 2. List two interesting facts you discovered from researching wind turbines. 3. After researching today, what is one question you still have about wind turbines?

25 25 Name Period Date Wind Turbine Challenge Initial Results Exit Slip 1. Name and explain some of the weaknesses of your wind turbine design after the initial testing. 2. List and describe the strengths of your wind turbine after the initial testing.

26 26 3. Explain your plan of action to improve your wind turbine design.