Wind Energy
Driving or Multi-dimensional Question:
How can we, as Environmental Resource Engineers, design an apparatus that successfully converts potential energy into kinetic energy by analyzing the natural resources and climate of a particular environment? How can we, as Environmental Resource Engineers,
assess kinetic and potential energy sources to design a prototype that powers the Tennessee Valley with clean energy?
Unit Summary:
Students will analyze and explore the various sources of energy, including kinetic, elastic potential, and gravitational potential. Then they will design a wind turbine that successfully converts wind into energy. Along the way, they will also address political concerns about the expansion of wind turbines in Tennessee.
Standards
Science Standards:
PSCI.PS3 Energy
1) Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.
3) Design, build, and refine a device within design constraints that has a series of simple machines to transfer energy and/or do mechanical work.
4) Collect data and present your findings regarding the law of conservation of energy and the efficiency, mechanical advantage, and power of the refined device.
5) Investigate the relationships among kinetic, potential, and total energy within a closed system (the law of conservation of energy).
Math Standards:
6SPB.5 Summarize numerical data sets in relation to their context.
ELA and Other Standards:
6RL.KID.1 Analyze what a text says and draw logical inferences, cite textual references, and cite textual evidence to support a conclusion.
6L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader interest, and style.
Daily Activities
For more information on this lesson, please see the Lesson Resources below
| Activities | Description | Resources and Materials |
|---|
| Activity One | Roller Coaster Review:
Review the PBS “Energy in a Roller Coaster” simulation to examine the difference between potential and kinetic energy (5th-grade standard), and lead students through the aligned discussion
questions on the website. Bucket Test:
Introduce the difference between gravitational potential energy and elastic potential energy through demonstrations. Cover the bucket with plastic wrap and ask students to identify the variables that affect the object's ability to break the plastic wrap (drop height and object mass). Test variables.
Rubber Band Test:
Using a rubber band, ask students to identify the maximum distance the pencil could be launched across the room and predict which variables could affect the distance (elasticity of the rubber band, size of the pencil). Test variables. Ask students to record observations and answer questions about which variables impact elastic and gravitational energy. Inventive Exercise:
Ask students to design another classroom experiment to test gravitational and elastic energy. Exit Ticket:
Exit ticket asking students to identify real-world scenarios about elastic or gravitational potential energy. | Roller Coaster Website:
tn.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-roller-coaster-ride/#.W2sOK34h1Bw
Bucket Test Materials:
• Plastic wrap
• Bucket
• Various objects of different masses (perhaps a ping pong ball, a tennis ball, and a baseball)
• Rubber bands of various elasticity
•
Pencils of different lengths
• Student worksheet with identified questions.
• Student science notebook
• Exit ticket (attached) |
| Activity Two | Destroy the Castle:
In small groups, students design a mock trebuchet as described in PBS' “Destroy the Castle.” Students explore the “How the Trebuchet Works” section to analyze the impact
of various variables on trebuchet success. Students answer questions about how each variable affects elastic potential energy. Students work in teams to draw a prototype of a piece of equipment that can “Destroy a Castle” by using gravitational potential energy. | Destroy the Castle Website:
pbs.org/wgbh/nova/lostempires/trebuchet/destroy.html
|
| Activity Three | Short Essay:
Show students the TVA Currents of Change Renewable Energy Video and ask them to write a short essay about why renewable energy sources are so important to Tennessee’s economy. Debate:
Have students read the Office of Energy Efficiency and Renewable Energy's “How do Wind Turbines Work?” and show the video at the end of the article. Ask students to defend the statement: “Wind
turbines are examples of kinetic energy.” Critical Thinking:
Ask students to review the “Office of Energy Efficiency and Renewable Energy” Tennessee profile. Ask students why they think there is such a low percentage of energy generated by wind in
our state. Online Research:
Ask students to research arguments for and against growing wind energy sources in Tennessee. Ask students to track reasons politicians support or do not support growing more wind turbines in Tennessee. | Currents of Change Video:
currentsofchange.net/tennessee-history-videos/ How Do Wind Turbines Work?
energy.gov/eere/wind/how-do-wind-turbines-work Wind Energy in Tennessee:
windexchange.energy.gov/states/tn Sample Articles to Google:
• Crab Orchard Wind Farm—Are We Considering All the Costs?
• 100M Wind Farm Suspended in Tennessee Following Moratorium
• Tennessee Valley Authority Should
Get into Wind Power |
| Activity Four | Wind Turbine Prototype:
After analyzing the political pros and cons of developing more wind turbines in Tennessee, students design and test a prototype that generates kinetic wind energy while also addressing concerns raised by Tennessee politicians. | Materials:
Materials found on page 6 of the Wind Turbine Blade Design Engineering Design Process Planning document will allow students to record how each step of the project aligns with the steps of the Engineering Design Process. |
| Activity Five | Students work on designing, testing, and improving a prototype of a wind turbine Editorial Writing:
Students write a short editorial explaining why turbine design is effective and address the concerns of Tennessee politicians. | |
| Test Day | Wind Turbine Test:
Students test their wind turbines using fans in a flexible space in school. Addressing Concerns:
Students demonstrate and explain how turbine designs address concerns of Tennessee politicians. Invite local engineers, TVA employees, Chamber of Commerce members, or local congressional representatives
to attend the final event. | |
| Business Partner | Contribution to Learning Experience | Contact Information |
|---|
KCI Technologies | Students can review “Project Profiles” and “Case Studies” to analyze how a major engineering firm analyzes local resources to design solutions for clients. | kci.com/expertise/services/water-environmental/natural-resources/ |
Southern Alliance for Clean Energy | Invite staff to Skype with students or invite members to the final Wind Turbine Test Day. | cleanenergy.org/staff-and-board/ |
TVA | Invite staff to Skype with students or invite them to the final Wind Turbine Test Day. | |
Capstone Presentation:
Students will design and test a prototype wind turbine that effectively converts wind energy and addresses the political concerns of Tennessee's representatives about developing more wind turbines in the state. Students will test these prototypes
in front of STEM professionals.
