Energy Transfer UnitMrs. Wade: 8th grade science

Adapted from Windwise Education www.WindWiseEducation.org

Unit Specifications Time Required: 3 (88 minute) class periods

SOL: PS.1m models constructed to illustrate/explain phenomena

PS. 6 a,b energy

PS. 6.2 c,d non-renewable/renewable energy

PS. 6.2 e energy transformations

PS. 10 c work, force, mechanical advantage, efficiency, power

PS. 10 d technological applications of work, force, motion

Unit Objectives At the end of the unit students will be able to:

Lesson 1 Interpret topographic and wind speed maps Identify optimal locations for wind farms based on analysis of wind speed Analyze how topography and elevation affect wind speed

Lesson 2 & 3 Know fundamental parts of a windmill Use scientific method to isolate & adjust variables in a model windmill Understand energy conversions/transfers & how a windmill converts moving air into usable

mechanical energy Comprehend and apply basic terminology related to energy sources and transformation. Create a diagram to illustrate energy transformations Apply concept of mechanical advantage to test and explain how a machine makes work easier Make measurements to calculate the power of an object Explain how the concepts of work, force & motion apply to everyday uses & current

technologies

Lesson 1: Wind & Windmill Design

Lesson 1: Method

Students will create a 3-D landscape and identify where it is windy in relation to the topography (using a box fan & wind flags).

Students will examine a topographic map and predict optimal locations for wind farms in their county (Pulaski County, VA)

Lesson 1: Materials Box fan(s) Variety of relatively heavy objects varying heights 20 wind flags (popsicle sticks, tape, flagging, clay) Elevation & shaded relief maps: 1/student US wind resource maps: 1/student Topographical maps; Pulaski Co. VA: 1/student Student reading passage (WindwiseEducation.org) Utility scale wind Turbines in US Maps: 1/student Document reader Student lab packet (questions, reading passage, maps)

Lesson 1: Engage:

Concept Attainment Activity

___ sunlight ___ trees

___ coal ___ lumber___ plastic ___ wind___ natural gas ___ geothermal___ water ___ petroleum___ gasoline ___ biomass

What is the concept? ________________(renewable/alternative energy sources)

Lesson 1: Beginning Questions Why are alternative energy sources important? Where would you fly a kite? Where do you typically find wind? Where is it often calmer in regards to wind? What geographical features do you think might influence the speed of the

wind? Is it windier in a forest or a field? On a hill or in a valley? What parts of the US have the best wind for energy? What about Virginia? What about Pulaski County? What are parts of a windmill? What are some important factors in gathering wind for energy use?

Lesson 1: Engage (continued)

Wind Energy Basics powerpoint windpowerforstudentsRevised-2.ppt

Cornell Notes Discussion through powerpoint, help students with

note taking skills

Lesson 1: Explore Create Model Landscape and Wind Farm

Using various objects, create model landscape around the classroom

Guide students in thinking about a variety of landscape features such as: mountain range, rolling hills, valleys, plateaus, and open areas (6th grade review)

Students place flags where they think they will get the most wind

Number the flags so they can be easily tracked on data sheets Turn on box fan near landscape Record which flags are blowing & at what height they were

placed Reposition fan & again record which flags are blowing Note flags that always blow & those that never blow Discuss role that landscape has in wind patterns

Lesson 1: Explain Student Reading Passage: Where is it Windy?

Reading volunteers & class discussion about the nature of wind and factors affecting it Earth’s rotation Surface roughness Topography elevation

Analyze a state elevation map (in lab packet) Project a version of map on document reader Ask students to predict where they feel there is the

most wind and shade in these areas

Lesson 1: Explain Compare predictions to data

Project US Wind Resource Map Compare their predictions (shaded areas)to this map Were students’ predictions similar to the actual wind

speeds?

Where are the wind farms in the US? Overlay transparency of Utility Scale Wind Turbines in

US map with the US Wind Resource Map Ask students to look for relationships between this

map and the topo and wind speed maps Students will use this information to answer questions

in the lab packet

Lesson 1: Explain Wrap up questions

Where are the windiest areas? Are there any trends? If so, what are they? How do wind speeds change as elevation increases? Why do you think this is? Where do you think is the best place for wind farms? What geographical features affect wind speed? Do you think that there is anywhere in Pulaski

County to put a wind farm? Why/why not?

Lesson 1: Elaborate Windmills in Pulaski?

Distribute topo & wind speed maps of Pulaski County Make predictions about wind speed and possible wind

farm locations Instruct students to draw mini windmills at the

locations that they believe windmills would work Instruct students to write an explanation about why

locations were chosen (or not) Remind students to think about the geography of the

landscape and of wind speed.

Lesson 1: Evaluation

Formative Assessments Student lab packets (data and questions)

WindWiseEducation.org Lesson 5 Beginning questions Wrap up questions Observations

Lesson 2: How Does A Windmill Work?

Lesson 2: Method

Lesson 2 Students will use a limited amount

of materials to design and build functioning windmill models.

Students will test and re-design their models as needed

Lesson 2: Materials Each group will need:

1 3/8” wooden dowel – 16” long 1 piece of ½” PVC pipe – 10” long 4 to 8 index cards – 4X6” 4 wooden shish kebab skewers – 10” long 4 ft of string 1 12-ounce paper cup 1 16-ounce plastic cup 1 foam cylinder – 8” long 1 cork 4 T-pins Scotch tape – 18 Scissors 15 steel washers Lab packet

Lesson 2: Engage Ask

What is ‘Innovation’ Write responses on board

Watch Science360.gov video: What is Innovation? (6:56)

Discuss What it means to be innovative

Creative, problem solver, inventive, inspirational…

Introduce activity Innovation is important as we think about ways to reduce our

reliance on fossil fuels. Today you are going to use your creativity to design, and build, a windmill

Lesson 2: Engage Beginning Questions:

Who has seen a real windmill? (Volvo Trucks) What are the parts and features of a windmill? What are windmills used for? What form of energy do windmills use?

What is a windmill? Volunteer will draw a windmill on the board. Ask class to help label the parts of the windmill Volunteer will create an energy transformation

diagram involving a windmill

Lesson 2: Explore Windmill Design Project

Using the materials provided, create a hand held windmill that will rotate in the wind

Consider the video on innovation and powerpoint on windmills

Consider force as it is required to make an object (blades) move

Consider the variables involved in the energy transformation

Lesson 2: Explore

Example Windmill

Lesson 2: Explore

Windmill stand that will be usedfor a future outdoor lesson wherestudents will create a windfarm

Lesson 2: Explain & Elaborate Groups will have multiple opportunities to test and

reconfigure their windmills. The instructor will be available for discussions during the testing phase What windmill designs works best? What parts were most difficult to design and make

functional? Where is there friction in your design? How did you reduce friction? What affect did blade pitch have? What energy transfers were taking place?

Lesson 2: Evaluate

Formative Assessments Student Lab Packets

Windmill design sketches Windmill re-design Written answers to questions in packet

WindWiseEducation.org Lesson 8 Discussions and observations

Lesson 3: Mechanical Advantage

Lesson 3: Method

Students will use windmill models to convert wind into usable mechanical energy to lift a mass. Using the scientific method, they will conduct trials, change variables, and work to improve the performance of their windmills

Lesson 3: Materials Handheld windmills

Box fans

Triple beam balances

Stopwatches

metersticks

Lesson 3: Engage Demonstrations

Student groups explain the design of their windmills mentioning reasons for any redesign that they did

Ask: what do we use machines for?

Introduce weight lifting challenge Using windmills to lift a load Goal is to use the power of the wind to lift as many

metal washers as possible. Certain design variables may need to be adjusted

Lesson 3: Explore Testing variables and improving design

Students will focus on one variable at a time as they gradually increase the amount of mass lifted

Students will conduct as many trials as necessary as they adjust variables

Students will present their final designs and the total mass that they were able to lift

Lesson 3: Explain Guidance and Tips

Focus on one variable at a time Repeated trials Measuring results Size, shape, pitch, number of blades are to be

explored Fan setting (speed) Distance of windmill from fan Use of scientific method Encourage collaboration among group members and

between different groups.

Lesson 3: Elaborate Calculations

Quantitative analysis of different rotor efficiencies Calculate the energy required to lift the mass of metal washers

Energy is measured in joules (J) 1st measure mass of washers (kg) 2nd measure distance of lift (m) Energy (J) = mass (kg) X acceleration of gravity (9.8/s2)X height (m)

Calculate the power of the windmills as they lift a mass Power (W) = energy (J)/time (s)

Lesson 3: Evaluate

Formative Assessments Student Lab Packet

Questions Extension activity Discussions and observations

Summative Assessment Triand online testing software

Multiple choice Essay question

Resources Windmill picture

http://www.sightline.org/research/renewable/windmill2istock_1600w/

Cornell Notes http://mrgoodwinush.wordpress.com/videos/

WindWiseEducation.org