Unit Project Building a Wind Turbine Wind Turbine

Unit Project: Building a Wind Turbine

Wind Turbine • Have you ever seen a wind turbine? • What is it’s purpose? • Where might you find a wind turbine? • How do you think they work?

Unit Project: Building a wind turbine • Students research wind turbine systems to find out how they operate, how energy is stored and used, where these can effectively be used, and what environmental concerns are involved with their use. Students investigate how wind turbines interact with current grids and what the limits are to their operation. Students build a wind turbine that power a light bulb for 2 minutes.

Unit Project Introduction Mark off 6 pages in your notebook & begin by responding to the following questions: Why is wind energy classified as renewable energy? What type of energy transformation occurs when a wind turbine is used to light a bulb? How should a light bulb be attached to a wind turbine?

Step One: Define the Problem • Write a statement identifying the problem you are designing a solution for. How will you evaluate your design? • Identify the criteria for a successful solution. Explain your reasoning. • Identify the constraints that will impact a successful solution. Explain your reasoning.

Step Two: Conduct Research the history of wind turbines. Write this information in your lab notebook. Consider the following in your research: • Are different designs used for different purposes? • How have the designs of the blades changed over time? • What materials are used to build wind turbines? • How have engineers optimized the design of modern turbines to increase their efficiency? • Are there any environmental concerns associated with wind turbines? How can these be handled?

Step Three: Design Solutions

Step Four: Test

Step Five: Optimize

Step Six: Analyze

Goggles are to be worn during the setup, hands-on, and takedown segments of the activity. For safety, the turbine blades should not be made of metal, as students could be cut by the sharp edges on the spinning blades. No blade designs should have a sharp edge. Safety Students should not touch the spinning blade or try to stop or slow down the spinning blades with their hands or other objects. Use caution when working with the light bulb, because it can get hot and burn your skin. Use caution when using sharp tools, which can cut or puncture skin. Use only GFI protected circuits when using electrical equipment and to keep away from water sources to prevent shock.

Driving Questions • How is energy obtained from different sources stored, transported, and used? • How do scientists and engineers use their knowledge of climate science and chemistry to develop energy system solutions that optimize conservation and minimize pollution at different scales? • How has Washington addressed environmental problems related to energy use?