LESSON 1: WHAT KIND OF STATE IS NORTH CAROLINA IN?

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
STUDENTS WILL BE ABLE TO IDENTIFY WIND ENERGY AS A FORM OF ALTERNATIVE ENERGY SOURCE VERSUS
CONVENTIONAL ENERGY.

LESSON POINT TO PONDER: WIND IS A COST EFFECTIVE ENERGY SOURCE THAT NORTH CAROLINA CAN CONSIDER
FOR FUTURE ENERGY CONSUMPTION USE.

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE WORTH STUDENTS WILL KNOW THAT OUR CURRENT RATE OF ENERGY CONSUMPTION IS
KNOWING?
COSTLY AND NONRENEWABLE.
(THINK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT
STUDENTS WILL KNOW HOW NORTH CAROLINA OBTAINS THEIR ENERGY SOURCES.
IS IMPORTANT FOR STUDENTS
TO KNOW?)
STUDENTS WILL KNOW THE ALTERNATE FORMS OF ENERGY AND HOW THEY ARE
PRODUCED.

AFTER THE LESSON,

B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO
BE ABLE TO DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
STUDENTS SHOULD BE ABLE TO JUSTIFY THEIR SELECTION OF THE POSSIBLE SITES
FOR BUILDING AND IMPLEMENTING RENEWABLE ENERGY SOURCES.
STUDENTS WILL PREDICT ON A TOPOGRAPHICAL MAP THE FUTURE SITES OF WIND
FARMS IN NORTH CAROLINA.

STUDENTS WILL HYPOTHESIZE AND RECORD THE BEST TYPE OF ROTOR DESIGN TO
USE IN NORTH CAROLINA.

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND HOW THE STATE RECEIVES ITS ENERGY SOURCES
AND THE AMOUNTS.

C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT SOME OF OUR CURRENT SOURCES OF ENERGY
SOURCES ARE RUNNING OUT AND THE COST IS INCREASING AND THEREFORE
CAUSING INFLATION TO AVERAGE AMERICANS.
STUDENTS WILL UNDERSTAND THAT THERE ARE OTHER FORMS OF RENEWABLE
ENERGY IN THE UNITED STATES AND NORTH CAROLINA THAT HAVE YET TO BE
FULLY TAKEN ADVANTAGE OF.

STUDENTS WILL UNDERSTAND WHY NORTH CAROLINA HAS NOT BUILT ANY WIND
FARMS TO USE AS AN ALTERNATE SOURCE OF ENERGY.
 III. PLANNING
D. ESSENTIAL QUESTION: HOW CAN THE STATE OF NORTH CAROLINA SAVE MONEY AND UTILIZE
(ONE OVERARCHING LESSON OUR NATURAL RESOURCES FOR ENERGY PRODUCTION?
QUESTION )
STUDENTS WILL BE GIVEN A TOPOGRAPHICAL MAP OF NORTH
E. ASSESSMENT: CAROLINA. THEY WILL IDENTIFY WHICH AREAS OF THE STATE THEY
(PERFORMANCE TASK) WHAT PREDICT ARE MORE EFFICIENT IN PRODUCING WIND POWER BY
WILL THE STUDENTS DO TO
PLACING A MOCK WIND TURBINE IN THE APPROPRIATE REGION BASED
SHOW YOU THAT THEY
MASTERED THE CONTENT? ON THEIR PRIOR KNOWLEDGE OF LANDFORMS THAT EXIST IN NORTH
CAROLINA.
I. ENERGY SOURCES
A. UNITED STATES ENERGY SOURCES
1. FOSSIL FUELS HAVE BEEN THE PRIMARY SOURCE OF
ENERGY
2. OVER TIME CLEAN RENEWABLE ENERGY RESOURCES
HAVE MADE THEIR WAY TO THE US
3. WIND ENERGY REPRESENTS 9% OF THE US’
RENEWABLE ENERGY SOURCES
4. COMMON USES OF ELECTRICITY AND AVERAGE COST
PER MONTH
a. LIGHTING
i. $6.00 PER MONTH FOR INDOOR LIGHTING
ii. INCLUDES LIGHT BULBS AND CHANDELIERS
b. WATER
F. CONTENT
LIST THE CONTENT FOR THIS i. TYPICAL FAMILY OF FOUR: $34.00 PER MONTH
LESSON ONLY. c. HEATING AND AIR CONDITIONING
(OUTLINE THE CONTENT YOU i. HEATING: $60-$80 PER MONTH
WILL TEACH TODAY-THIS MAY ii. AIR-CONDITIONING: $65-$233 PER MONTH
COME FROM YOUR CONTENT
d. REFRIGERATOR
OUTLINE)
i. $4-$18 DEPENDING ON TYPE OF REFRIGERATOR
e. OTHERS: FOR FUN
i. TIVO-$2.00 PER MONTH
ii. TELEVISION- UP TO $10 PER MONTH DEPENDING
ON TYPE
iii. PLASMA TELEVISION USES THE MOST ENERGY
iv. X-BOX-$.60 PER MONTH DEPENDING ON THE
AMOUNT OF USE

B. NORTH CAROLINA ENERGY SOURCES

1. ENERGY SOURCES
a. NUCLEAR ELECTRIC
i. FUEL PRODUCED BY NUCLEAR POWER PLANTS
ii. USES URANIUM; WHICH IS A NONRENEWABLE
 RESOURCE COMMONLY FOUND IN ROCKS.
b. HYDRO ELECTRIC
i. ENERGY GENERATED FROM WATER.
c. WOOD AND WASTE
i. ALSO CALLED BIOMASS
ii. CONTAINS ENERGY STORED FROM THE SUN
iii. RENEWABLE FORM OF ENERGY
d. PETROLEUM
i. USED TO PRODUCE PRODUCTS SUCH AS
GASOLINE AND FUEL
e. NATURAL GAS
i. MAIN INGREDIENT IS METHANE
ii. GEOLOGISTS LOCATE ROCKS THAT ARE LIKELY TO
CONTAIN GAS AND OIL COMPOSITES.
f. COAL
i. NONRENEWABLE
ii. MOST ABUNDANT FOSSIL FUEL IN THE UNITED
STATES
iii. MAINLY USED FOR ELECTRIC POWER
g. GEOTHERMAL
i. USES THE SUNS HEAT TO PRODUCE ENERGY.
2. ELECTRICITY CONSUMPTION IS AMONG THE
HIGHEST IN THE NATION
3. RANKS IN THE TOP 10 STATES FOR WIND POWER
CAPACITY
a. WIND SPEED INCREASED WITH ALTITUDE AND
OVER AREAS WITH CONSTANT WINDS
i. AREAS WITH ANNUAL AVERAGE WIND SPEEDS OF
6.5 M/S AND HIGHER AT 80M OF HEIGHT HAVE
THE POTENTIAL TO PRODUCE THE MOST WIND
ENERGY.
ii. NORTH CAROLINA’S HIGH MOUNTAINOUS REGIONS
HAVE AN AVERAGE WIND SPEED OF 7.5 (HIGHEST
PEAKS)
iii. NORTH CAROLINA’S COASTAL REGIONS HAVE AN
AVERAGE WIND SPEED OF 7-7.5
4. 1983 RIDGE LAW HAS PROHIBITED WIND
TURBINE PRODUCTION IN THE WESTERN REGION
OF THE STATE

II. WIND ENERGY

A. HISTORY OF WIND ENERGY
1. USED TO HARNESS POWER SINCE 5000 BC
2. EARLY COLONISTS USED THE CONCEPT OF THE
WINDMILL FOR FARMING PURPOSES
 3. WIND PRODUCTION INCREASED IN THE 1970’S DUE
TO THE SHORTAGE OF OIL
4. MOST OF THE US STATES THAT ARE HARVESTING
WIND ENERGY CAN BE FOUND IN THE WEST
a. TEXAS, CALIFORNIA, WASHINGTON,
MINNESOTA, AND IOWA ARE TOP FIVE STATES
THAT HARNESS WIND ENERGY
b. DUE TO VARIOUS WIND PATTERNS THROUGHOUT
THE SEASONS
c. THE WIND VARIATIONS ARE GOOD MATCHES FOR
WHEN THEIR ELECTRICITY CONSUMPTION IS AT ITS
HIGHEST.
B. WHAT IS WIND ENERGY?
1. A TYPE OF KINETIC ENERGY THAT WHEN PLACED
THROUGH ROTATING TURBINES AS SHAFT ENERGY
IS CONVERTED INTO MECHANICAL POWER
2. ROTATING ENERGY SPINS MAGNETS IN A GENERATOR
AND IS THEN CONVERTED INTO ELECTRICAL
CURRENTS
3. WIND ENERGY IS MEASURED BY KILOWATT-HOURS
AND IS USUALLY TRANSLATED INTO MEGAWATTS
4. IN 2007, ONSHORE WIND TURBINES WERE LARGE
ENOUGH TO PRODUCE 1.65 MEGAWATTS WORTH
OF POWER
5. AN OFFSHORE WIND TURBINE HAS THE POTENTIAL TO
BE LARGER AND PRODUCE MORE ENERGY; THEY
CAN PRODUCE TWO OR THREE MEGAWATTS OF
ENERGY

G. HOOK: STUDENTS WILL VIEW THE VIDEO FROM T. BOONE PICKENS ABOUT
(DESCRIBE HOW YOU WILL ENERGY CONSUMPTION AND NEW RENEWABLE RESOURCES
GRAB STUDENTS’ ATTENTION
AVAILABLE. STUDENTS WILL USE THIS VIDEO AS THE START TO THEIR
AT THE BEGINNING OF THE
DISCUSSION ON RENEWABLE ENERGY.
LESSON. BE CREATIVE.)

1. (5 MINUTES) INTRODUCTION TO THE REAL WORLD PROBLEM

BY SHOWING A VIDEO BY T. BOONS PICKENS
(HTTP://WWW.PICKENSPLAN.COM/MEDIA/) (SLIDE2 OF PPT).
2. AFTER VIEWING THE VIDEO STUDENTS WILL DISCUSS THEIR
H. INSTRUCTION: THOUGHTS AND WHAT THEY CURRENTLY KNOW ABOUT
(TELL, STEP-BY-STEP, WHAT ENERGY CONSUMPTION. THE CONVERSATION WILL TURN TO
YOU WILL DO.) ENERGY CONSUMPTION IN NORTH CAROLINA. TEACHER WILL
SHOW A CHART DEPICTING THE COST OF ENERGY PER
HOUSEHOLD BASED ON A CURRENT ENERGY BILL SHOWING
WATTAGE USED IN A FOUR-PERSON HOUSEHOLD. (SLIDE 3 OF
PPT). TEACHER WILL ASK THE FOLLOWING QUESTIONS BASED
 ON THE TABLE AND BILL: WHAT ITEMS IN THE HOUSE USE THE
MOST ENERGY? WHY DO YOU THINK THE RATES CONTINUE TO
GO UP/DOWN? WHAT ARE THE WAYS TO CUT ENERGY COSTS?
3. (5 MINUTES) STUDENTS WILL BRAINSTORM A LIST OF ENERGY
SOURCES USED AND THE PERCENTAGES THEY THINK IS BEING
USED IN NORTH CAROLINA. STUDENTS WILL THEN RANK THE
LIST IN ORDER OF MOST USED TO LEAST USED. TELL STUDENTS
THAT FOSSIL FUELS CONSUMES ABOUT 70% OF THE UNITES
STATES’ ENERGY SOURCE.
4. (20 MINUTES) TEACHER WILL DEMONSTRATE THE
PERCENTAGE OF ENERGY USED BY SHOWING THE 2LITER
BOTTLES CONTAINING WATER LEVELS BASED ON THE
AMOUNTS USED IN NORTH CAROLINA (EX: NUCLEAR POWER IS
17% SO THE BOTTLE WILL BE FULL A LITTLE LESS THAN ¼).
STUDENTS WILL BE ASKED TO MATCH THE BOTTLE WITH ITS
CURRENT ENERGY SOURCE (SHOW POSTERS).
5. AFTER THEY MAKE THEIR PREDICTIONS, TEACHER WILL SHOW
THE ACTUAL SOURCES AND THE PERCENTAGES USED
THROUGHOUT THE STATE (SLIDE 4-6 OF PPT). STUDENTS AND
TEACHER WILL TALK ABOUT THE OUTCOME OF THE
DEMONSTRATION BY DISCUSSING THESE QUESTIONS: WAS OUR
PREDICTED LIST CLOSE TO ACTUAL AMOUNTS? WHY DO YOU
THINK _____ WAS USED MORE THAN ANOTHER?, IS THERE
ONE SOURCE OF ENERGY THAT SURPRISES YOU THAT WE USE
THE MOST OR LEAST?, WHAT DO YOU NOTICE ABOUT THE
FUEL MIX USED TO GENERATE ELECTRICITY?, WHAT DO YOU
THINK WILL HAPPEN WHEN THE LARGEST BOTTLE BEGINS TO
RUN OUT?, WHAT WILL TAKE ITS PLACE?, HAVE YOU HEARD
OF ANY TECHNOLOGIES THAT REPLACE FOSSIL FUELS?
6. (5 MINUTES) STUDENTS WILL GIVE EXAMPLES OF RENEWABLE
SOURCES THEY THINK ARE AVAILABLE TO USE IF AND WHEN
FOSSIL FUELS RUN OUT. TEACHER WILL SHOW THE AVAILABLE
SOURCES AND WHAT THEY ARE, WITH AN EMPHASIS ON WIND
POWER (SLIDE 7 OF PPT).
7. (5 MINUTES) STUDENTS WILL USE LAPTOPS TO COMPLETE THE
GOOGLE DOCS PRETEST TO DETERMINE WHAT THEY ALREADY
KNOW ABOUT WIND ENERGY AND CLASS DATA WILL BE
SHOWN (LINK IS SLIDE 8 OF PPT).
8. STUDENTS WILL THEN BE TAKEN BACK TO THE CHART OF
ENERGY BILLS PER HOUSEHOLD INCOMES FOR NORTH
CAROLINA AND IT WILL BE COMPARED WITH THE ENERGY BILL
OF A TOWN THAT USES SOLELY RENEWABLE RESOURCES
(MAINLY WIND POWER). STUDENTS WILL DERTERMINE WHY
THEY THINK IT IS LESS AND MORE COST EFFECTIVE (SLIDE 9 OF
PPT).
9. (3 MINUTES) STUDENTS WILL VIEW A VIDEO ABOUT WHERE
 SOME WIND FARMS ARE AND THE LANDFORMS THAT ARE AT
THOSE LOCATIONS AND AN OVERVIEW OF HOW THE TURBINE
WORKS AND POWERS THOSE LOCATIONS FROM THE
DEPARTMENT OF ENERGY (SLIDE 9 OF PPT).
10. (5 MINUTES) USING A TOPOGRAPHIC MAP OF THE UNITED
STATES, STUDENTS WILL THEN PREDICT WHERE THEY THINK
THE BEST LOCATIONS FOR WIND FARMS WOULD BE
ACCORDING TO LANDFORMS (SLIDE 10 OF PPT). STUDENTS
WILL THEN VIEW ANOTHER MAP OF THE UNITED STATES OF
WHERE ACTUAL WIND POWER IS CURRENTLY BEING USED AND
COMPARE IT WITH THEIR PREDICTIONS (SLIDE 11 OF PPT).
11. (5 MINUTES) USING THIS INFORMATION, STUDENTS WILL
MAKE A PREDICTION BY PLACING A PINWHEEL ON A
TOPOGRAPHICAL MAP OF NORTH CAROLINA (SLIDE 13 AND 14
OF PPT) OF WHERE THEY THINK THE BEST WIND FARMS WOULD
BE IN NORTH CAROLINA (TEACHER WILL TAKE PICTURES FOR
MOVIE MAKER).
12. (5 MINUTES) STUDENTS WILL THEN BE INTRODUCED TO
ENERGY FACTS ABOUT NORTH CAROLINA (SLIDE 15-16 OF
PPT). AND WILL BE ASKED WHY THEY THINK NORTH CAROLINA
HAS NOT DEVELOPED ANY WIND FARMS. STUDENTS WILL
WRITE THEIR IDEAS DOWN TO SHARE THE NEXT DAY.
13. (10 MINUTES) AS STUDENTS ARE WRITING THEIR IDEAS
DOWN, TEACHER WILL RECORD ON VIDEO STUDENTS’
THOUGHTS ON WIND ENERGY BASED ON WHAT THEY LEARNED
ABOUT IN TODAY’S LESSON TO USE IN WINDOWS MOVIE
MAKER AND USING AUDACITY THEY WILL RECORD THEIR
CAPTIONS FOR THE PICTURES THAT WERE TAKEN DURING
TODAY’S ACTIVITIES.
14. THEIR OVERNIGHT ASSIGNMENT WIL BE TO SEE IF THEY CAN
RESEARCH WHY NORTH CAROLINA HAS NOT BUILT ANY WIND
FARMS TO CREATE WIND POWER AND TO HYPOTHESIZE WHAT
TYPE OF WIND TURBINE WOULD BE BEST IN NORTH CAROLINA.
15. TEACHER WILL UPLOAD PICTURES AND VIDEOS TO STUDENT
LAPTOPS TO USE ON DAY 4 IN WINDOWS MOVIE MAKER.

Wind Power Survey

This survey was adapted from www.kindwind.org

* Required

What is wind? *

Moving air
Sun's energy
 Power proportional to the cube of its speed
all of the above

The energy in wind comes from the... *

Earth
Sun
Ocean

Wind is made by the uneven heating of the... *

Earth's surface
Sun
Ocean

Wind moves best... *

In the forest
Over flat land
In the city

A wind turbine uses wind energy to make... *

Electricity
Heat
Motion

What part of a wind turbine captures the wind? *

Tower
Gear box
Blades

Deciding where to build many wind turbines is called... *

Picking a windy place

Siting a wind farm
Choosing a windy spot

You are likely most often to see wind turbines: *

on rivers
on hilltops
on lakes
 in cities

Why is learning about renewable energy sources important: *

it is necessary for the future

it will help future decision making
it shows you other ways to create electricity
all of the above

Some of the devices used in wind power are: *

turbines
sails
windmills
all of the above

Give two reasons why wind is a good energy resource. *

Do you see North Carolina using wind farms as a source of energy in the future? Why or
Why not? *

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Introduction to Energy
Materials Needed
∙ Five 2‐Liter bottles
∙ Your home electricity bill (optional)
∙ Computer Access (optional)
Preparation
Create five 2‐liter bottles to represent fuels used to generate electricity in the US.
Fossil Fuels 70% 1400ml ~ a little less than 3/4 full
Nuclear 20% 400ml ~ a little less than 1/4 full
Hydro 7% 140ml ~ a little less than 1/10 full
Renewables 2.5% 50ml
Other .5% 10ml
Where Does All This Energy Come From?
Turn on a light or some object in your classroom that requires electricity. Ask your students
where the
electricity comes from to power this device?
Write down any responses they offer on the blackboard, some of these may be sound silly, but
write
them down anyway. You may hear them say things like; the local power plant, over the wires,
from
generators. These are good answers but guide them think about the fuel sources that are used
to spin
the generators.
(Important note: depending on the age of your students, or what they have been taught, they
may or
may not have an idea about how electricity is generated. If they do not have any background in
this
area you may need to talk about this.)
As they provide you with a list of fuels write them on the board. Some may be renewable
resources
(wind, solar, hydro, geothermal, biomass) Others may be non‐renewable (oil, coal, gas). Do not
make
any judgments, just write the responses on the board. If you want to break this list down you
might ask
if there are any differences between these “fuels”, or they can be put into categories.
Now look back at the pictures from Part One. Ask your students to imagine a world when we
have run
out of our non‐renewable fuel sources (oil, gas, coal). Could their dream houses survive in a
world
without fossil fuels? How? Have your students think about ways to power all the devices in
their dream
houses without using fossil fuel energy. How could they heat a pool or run a car? Write down
ideas on
the board. You may need to help them out with ideas like geothermal or ground‐source
heating,
hydrogen fuel cells, and solar thermal water heating.
What is the Reality?
Pull out your bottles which are a visual representation of the fuels used to generate electricity
in the US.
Fossil Fuels 70% 1400ml ~ a little less than 3/4 full
Nuclear 20% 400ml ~ a little less than 1/4 full
Hydro 7% 140ml ~ a little less than 1/10 full
Renewables 2.5% 50ml
Other .5% 10ml
Discuss this model with the students some questions to ponder include:
∙ What do they notice about the fuel mix used to generate electricity?
∙ Where do they think we get all this fuel?
∙ What they think will happen as the biggest bottle of fuel begins to run out. What will fill its
place?
∙ Will it biggest bottle ever run out? If so, when? 50 years, 100 years, 200 years in the future?
∙ Have they heard of technologies that could replace fossil fuels?
∙ What are those technologies and are they reliable? Do they have problems?
∙ What are the impacts of this type of fuel mix negative and positive?
If you want, you can show your students your home energy bill to discuss how we pay for our
consumption of energy. Based on their real homes, try to get your students to imagine how
high the
energy bills for their dream houses might be! (Hmm… maybe we should think about conserving
energy
in our dream homes!)
Helpful Resources:
∙ http://www.kidwind.org/
∙ http://www.smartpower.org/ ‐ A research and advocacy group trying to increase the amount
of
renewable energy that people use.
∙ http://www.eia.doe.gov/ ‐ This is the official site of the US Department of Energy. There is a
ton of
really useful very up to date information here, but it can get bit dense take your time and
explore.
They also have a kids section which is quite good.
What do we use electricity for?
These are the common uses for electricity in your house. Air conditioners and refrigerators are
big users
as it lighting.
 LESSON 2: WHICH AXIS DO YOU SPIN ON?

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
STUDENTS WILL LEARN HOW TURBINES WORK, HOW THE LOCATION OF TURBINES AFFECT COST AND EFFECIENCY
AND HOW ROTORS MAKE A DIFFERENCE ON THE AMOUNT OF ENERGY PRODUCED.

LESSON POINT TO PONDER: WIND TURBINES ARE THE MOST EFFECTIVE WHEN THERE ARE DESIGNED AND
CREATED FOR THE SPECIFIC AREA WHERE THEY WILL BE USED.

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE STUDENTS WILL KNOW HOW TURBINES WORK.
WORTH KNOWING?
(THINK ABOUT THE
STUDENTS WILL KNOW HOW THE LOCATION OF TURBINES AFFECT COST AND
CONTENT YOU HAVE
EFFICIENCY.
SELECTED. WHAT IS
IMPORTANT FOR
STUDENTS TO KNOW?) STUDENTS WILL KNOW HOW ROTORS CAN MAKE A DIFFERENCE ON THE AMOUNT OF
ENERGY PRODUCED.

B. WHAT 3 ITEMS ARE AFTER THE LESSON,

IMPORTANT FOR STUDENTS WILL ANALYZE TYPICAL WIND PATTERNS IN NORTH CAROLINA ON THE EAST
STUDENTS TO BE ABLE TO AND WEST COAST.
DO?
(DEFINE WHAT STUDENTS
STUDENTS WILL BRAINSTORM A ROTOR DESIGN BASED ON DIFFERENT VARIABLES.
SHOULD BE ABLE TO DO AS
A RESULT OF YOUR
LESSON.) STUDENTS WILL SHARE IDEAS OF WHAT KIND OF ROTOR
DESIGN THEY THINK WOULD BE THE BEST FOR NORTH CAROLINA.

C. WHAT ARE THE

ENDURING AFTER THE LESSON,
UNDERSTANDINGS THAT STUDENTS WILL UNDERSTAND THAT DIFFERENT VARIABLES CAN CHANGE
STUDENTS SHOULD TAKE THE EFFECTIVENESS OF THEIR TURBINE.
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT THE TYPICAL WIND PATTERNS
 WE EXPERIENCE IN NORTH CAROLINA CAN AFFECT THE TYPE OF TURBINE WE USE.

STUDENTS WILL UNDERSTAND HOW TO CHOOSE THE RIGHT TYPE OF ROTOR DESIGN
THAT WILL BE THE MOST EFFECTIVE IN NORTH CAROLINA.

III. PLANNING
D. ESSENTIAL QUESTION: WHAT VARIABLE WILL BE CHANGED IN ORDER TO CREATE AND TEST AN
(ONE OVERARCHING EFFECTIVE TURBINE?
LESSON QUESTION )

E. ASSESSMENT: STUDENTS WILL STATE THEIR VARIABLE, LIST REASONS WHY THEY
(PERFORMANCE TASK) CHOOSE THAT VARIABLE TO TEST AND HOW THEY WILL CREATE THEIR
WHAT WILL THE ROTOR BLADES. ON DAY 3 THEY WILL BEGIN DESIGNING THEIR ROTOR
STUDENTS DO TO SHOW
BASED ON THE VARIABLE CHOSEN.
YOU THAT THEY
MASTERED THE CONTENT?

C. WIND TURBINE BLADES

1. BLADE DESIGN
A. VERTICAL DESIGN
B. HORIZONTAL DESIGN
I. DESCENDANTS OF OLD WINDMILLS
II. CONSIST OF THREE OR LESS BLADES
III. PRODUCES ELECTRICITY 70-85% OF THE TIME.
C. MOST BLADES ARE CURRENTLY MADE OUT OF
FIBERGLASS, BALSA WOOD, OR CARBON
FIBER.
2. ORIENTING THE TURBINE
F. CONTENT A. YAWNING
LIST THE CONTENT FOR I. TURBINES MUST FACE THE WIND
THIS LESSON ONLY. B. PASSIVE YAWNING
(OUTLINE THE CONTENT I. SMALL TURBINES ARE USUALLY PASSIVE
YOU WILL TEACH TODAY- II. THE FORCE OF THE WIND PUSHES THE TURBINE IN
THIS MAY COME FROM PLACE, BY USING A SMALL GUIDE
YOUR CONTENT OUTLINE)
C. ACTIVE YAWNING
I. ELECTRONICS TELL THE TURBINE WHICH WAY TO
POINT THE ROTOR.
3. THEY CONSIST OF THREE OR LESS ROTORS
A. DANISH THREE- BLADED DESIGN
I. MOST COMMON SYSTEM SOLD ON THE WORLD
MARKET
II. ROTOR MAINTAINED UPWIND
B. TWO-BLADED DESIGN
I. REQUIRE HIGH ROTATIONAL SPEEDS TO
PRODUCE THE SAME ENERGY OUTCOME OF THREE
BLADED DESIGN
 II. HAVE HINGED ROTOR TO ALLOW FOR MORE
SHOCK ABSORPTION
C. ONE-BLADED DESIGN
I.NOISY
II. REQUIRE COUNTER WAIT ON THE OPPOSITE
SIDE OF THE HUB
III. REQUIRES A HINGED ROTOR FOR SHOCK
ABSORPTION
4. BY DECREASING THE AMOUNT OF ROTORS THEY ARE
MORE LIKELY TO WITHSTAND EXTREME WIND
FORCES
A. WIND IS ABLE TO PASS THROUGH A LARGER
AREA
5. CURRENTLY TURBINES RUN AT VARIOUS ROTATIONAL SPEEDS
AND PITCH ANGLES IN ORDER TO OPTIMIZE THE
AMOUNT OF FORCE PLACED ON THE ROTORS
A. AVERAGE ROTATIONAL SPEED IS 12-20 RPM
B. SLEWING DRIVE CONTROLS THE PITCH OR ANGLE OF THE
BLADES.
I. SLEWING DRIVE HELPS KEEP THE BLADES
FROM BREAKING DUE TO A SUDDEN GUST OF
WIND.
6. MINNESOTA DEPARTMENT OF COMMERCE THREE-YEAR
STUDY
A. THE RESEARCH WAS CONDUCTED BY PLACING WIND
TURBINES OF DIFFERENT ROTOR SIZES IN FOUR
REGIONS IN THE NORTHEASTERN PART OF THE
STATE
B. RESULTS REVEALED THAT USING A TURBINE WITH A
LARGER ROTOR SIZE RESULTED IN ALL SITES
PRODUCING HIGHER POWER.
D. DETERMINING COST EFFECTIVENESS
1. LOCATION
A. COST IS DETERMINED BY THE AMOUNT OF WIND
THE AREA GETS
B. COST FOR HOMES TO BUILD THEIR OWN TURBINE
CAN RANGE FROM $500-$22,000, WITH
THE AVERAGE COST BEING $10,000
C. ONCE THE AMOUNT OF WIND RECEIVED IS
DETERMINED THEN THE SIZE OF THE TURBINE
CAN BE FACTORED IN
D. THE ENERGY EFFICIENCY OF HOUSEHOLD
APPLIANCES WILL BE THE DETERMINING
FACTOR IN THE AMOUNT OF SAVINGS
INDIVIDUALS WILL SEE
E. INDIVIDUAL HOUSEHOLD WIND TURBINE OWNERS
 CAN USUALLY SEE A REDUCTION IN THEIR
HOUSEHOLD ENERGY BILL BY 50-90
PERCENT

G. HOOK: STUDENTS WILL WATCH A VIDEO CLIP FROM UNITED STREAMING ABOUT
(DESCRIBE HOW YOU WILL HOW THE DIFFERENT PARTS OF A TURBINE HELP MAKE IT WORK
GRAB STUDENTS’
EFFECTIVELY.
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE CREATIVE.)

1. (5 MINUTES) AFTER WATCHING THE VIDEO, STUDENTS WILL

DISCUSS WHAT THEY LEARNED ABOUT THE EFFECTIVENESS OF
THE BLADES.
2. (15 MINUTES) STUDENTS WILL THEN CREATE THEIR OWN WIND
TURBINE OUT OF A PINWHEEL, BEAD, AND A PUSHPIN (TEACHER
WILL TAKE PICTURES OF THIS ACTIVITY TO USE FOR MOVIE
MAKER).
3. STUDENTS WILL FOLLOW THESE STEPS TO CREATE THEIR OWN
WIND TURBINE:
 TIE ONE END OF A PIECE OF THREAD TO THE PAPERCLILP, TAPE
THE OTHER END OF THE THREAD TO THE PENCIL
 MAKE TWO HOLES IN THE TOP OF THE FOAM CUP AND SLIDE THE
PENCIL INTO THE HOLES, MAKING SURE THE PENCIL CAN SPIN
FREELY IN THE HOLES.
 ATTACH THE PINWHEEL TO THE END OF THE PENCIL ERASER
H. INSTRUCTION: WITH THE PUSHPIN.
(TELL, STEP-BY-STEP,
 BLOW THE PINWHEEL OR USE A FAN TO SPIN THE PINWHEEL.
WHAT YOU WILL DO.)
OBSERVE THE MOVEMENT OF THE PAPERCLIP.
4. (5 MINUTES) STUDENTS WILL DISCUSS WHAT HAPPENED IN THE
ACTIVITY AND HOW THEY COULD USE THEIR DESIGN IN THE REAL
WORLD TO DO WORK.
5. (10 MINUTES) A VIDEO OF LOCAL METEOROLOGIST JIM HOWARD
WILL BE PLAYED WITH HIM DISCUSSING THE TYPICAL WIND
PATTERNS IN NORTH CAROLINA ON THE EAST AND WEST COAST.
6. (10 MINUTES) USING THE KNOWLEDGE GAINED FROM THE WIND
PATTERNS, STUDENTS WILL BRAINSTORM IDEAS (WITH THEIR
PARTNER) OF WHAT TYPE OF ROTOR DESIGN THEY THINK WOULD
BE THE BEST ONE FOR A POSSIBLE FUTURE NORTH CAROLINA
WIND FARM. THEY WILL TAKE INTO CONSIDERATION WHAT THEY
THINK MAKES ONE TURBINE WORK BETTER THAN ANOTHER,
WHAT VARIABLES AFFECT THE AMOUNT OF POWER A TURBINE
CAN GENERATE, DO SOME VARIABLES MATTER MORE THAN
OTHERS, HOW MANY BLADES MOST WIND TURBINES HAVE, WHAT
 THEY THINK WOULD HAPPEN WITH MORE OR FEWER BLADES.
7. STUDENTS WILL FILL OUT TWO QUESTIONS IN THEIR COW
NOTEBOOK: THE VARIABLE THEY CHOOSE TO TEST AND THE
OTHER VARIABLES THEY WILL KEEP CONSTANT: LENGTH,
NUMBER, PITCH/ANGLE, AND SHAPE.
8. (15 MINUTES) STUDENTS WILL WORK IN PAIRS TO START
CREATING A ROTOR DESIGN BY LISTING AND SKETCHING A DRAFT
IN THEIR COW NOTEBOOK OF WHAT THEY WANT THEIR DESIGN TO
LOOK LIKE BASED ON THE VARIABLE THEY WILL BE TESTING
(TEACHER WILL TAKE PICTURES TO USE IN WINDOWS MOVIE
MAKER).
9. (10 MINUTES) AS STUDENTS ARE FINISHING UP THEIR ROTOR
DESIGN ACTIVITIES, TEACHER WILL RECORD ON VIDEO THEIR
THOUGHTS ON WIND ENERGY BASED ON TODAY’S LESSON TO USE
IN WINDOWS MOVIE MAKER USING AUDACITY THEY WILL RECORD
THEIR CAPTIONS FOR THE PICTURES TAKEN DURING TODAY’S
ACTIVITIES.
10. TEACHER WILL UPLOAD PICTURES AND VIDEOS TAKEN ON
STUDENT LAPTOPS TO USE ON DAY 4 IN WINDOW’S MOVIE
MAKER.
Variable

What variable will you test for your experiment?

Constants

What variables do you have to keep the same (constant) as you perform this experiment?

Variable

What variable will you test for your experiment?

Constants

What variables do you have to keep the same (constant) as you perform this experiment?

Variable

What variable will you test for your experiment?

Constants

What variables do you have to keep the same (constant) as you perform this experiment?

Variable

What variable will you test for your experiment?

Constants

What variables do you have to keep the same (constant) as you perform this experiment?
 DAY 3-IF THE BLADE FITS

I. DEFINE THE CONTENT

LESSON OBJECTIVE: TO DEVELOP TURBINE BLADES BASED ON VARIABLES THAT ARE CONDUCIVE TO NORTH
CAROLINA’S ENVIRONMENT.

LESSON POINT TO PONDER: PARTICULAR VARIABLES SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY OF A
WINDMILL.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE
WORTH KNOWING?
(THINK ABOUT THE AFTER THE LESSON,
CONTENT YOU HAVE STUDENTS WILL KNOW THAT THE FEWER ROTORS FOUND ON THE TURBINE, THE MORE
SELECTED. WHAT IS LIKELY THEY ARE TO WITHSTAND EXTREME FORCES
IMPORTANT FOR
STUDENTS TO KNOW?)
STUDENTS WILL KNOW THAT ROTORS CAN BE PLACED AT VARIOUS SPEEDS AND ANGLES
TO OPTIMIZE THE FORCE.

STUDENTS WILL KNOW THAT ENVIRONMENTAL FACTORS AFFECT THE LOCATION,

HEIGHT, AND TYPE OF WIND TURBINE THAT WILL BE BUILT.

B. WHAT 3 ITEMS ARE AFTER THE LESSON,

IMPORTANT FOR STUDENTS SHOULD BE ABLE TO DEVELOP ROTORS THAT PRODUCE ENERGY.
STUDENTS TO BE ABLE TO
DO? STUDENTS SHOULD BE ABLE TO CONDUCT VARIOUS TRIALS OF ROTOR PRODUCTION TO
(DEFINE WHAT STUDENTS GAIN THE MOST EFFECTIVE BLADE PRODUCTION.
SHOULD BE ABLE TO DO AS
A RESULT OF YOUR STUDENTS SHOULD BE ABLE TO EXPLAIN A PLAUSIBLE SOLUTION AND ARGUMENT FOR
LESSON.) THE BUILDING OF WIND TURBINES IN NORTH CAROLINA AS AN ENERGY SOURCE.

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT IT TAKES TIME TO DEVELOP POTENTIAL WIND
C. WHAT ARE THE FARM/TURBINE SITES.
ENDURING
UNDERSTANDINGS THAT
STUDENTS WILL UNDERSTAND THAT DIFFERENT VARIABLES MAY PRODUCE DIFFERENT
STUDENTS SHOULD TAKE
OUTCOMES AND WILL TAKE VARIOUS TRIALS TO PERFECT.
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT EFFICIENCY AND USEFULNESS MAY OUTWEIGH THE
AESTHETICS AND OTHER MINOR ARGUMENTS OF A POTENTIAL ENERGY SOURCE.

III. PLANNING
BEFORE TURBINES ARE PRODUCED ENGINEERS MEASURE DIFFERENT
D. ESSENTIAL QUESTION:
VARIABLES SUCH AS FATIGUE LOAD AND EXTREME LOAD. HOW DO
(ONE OVERARCHING
THESE FACTORS AMONG OTHERS DETERMINE WHICH TYPE OF BLADES
LESSON QUESTION )
ARE THE MOST EFFICIENT?
ON DAY 2 STUDENTS PICKED A VARIABLE WHICH TO BASE AND BUILD
THEIR ROTORS. ON DAY 3 EACH PAIR WILL BEGIN TO CREATE AND
E. ASSESSMENT: BUILD THEIR ROTORS BASED ON THEIR CHOSEN VARIABLE. AT THE
(PERFORMANCE TASK) END OF THE LESSON STUDENTS WILL WRITE IN THEIR COW
WHAT WILL THE NOTEBOOKS THEIR REASONING BEHIND CHOOSING THEIR
STUDENTS DO TO SHOW PARTICULAR VARIABLE. THEY WILL COMPARE THEIR VARIABLE,
YOU THAT THEY
USING A T-CHART, TO A ROTOR DESIGN SUCH AS THE THREE, TWO, OR
MASTERED THE CONTENT?
ONE BLADED DESIGN. BY CREATING ROTORS BASED ON THEIR
CHOSEN VARIABLE AND EXPLAINING THEIR REASONING STUDENTS
WILL SHOW THEY UNDERSTAND HOW VARIABLES AFFECT BLADE
 DESIGN.
1. Orienting the Turbine
a. Yawning
i. Turbines must face the wind
b. Passive yawning
I. Small turbines are usually passive
ii. The force of the wind pushes the turbine in place,
by using a small guide
c. Active yawning
i. Electronics tell the turbine which way to point the
rotor.
d. Loads
i. Loads are determined by the force and amount of
wind speed/force the blades can
withstand.
ii. Extreme load is the amount of wind speed the rotors
can withstand during wind speeds caused
by hurricane force winds.
iii. Fatigue load is the amount of wind speed the rotors
can withstand over time.

F. CONTENT
LIST THE CONTENT FOR 2. They consist of three or less rotors
THIS LESSON ONLY. a. Danish three- bladed design
(OUTLINE THE CONTENT i. Most common system sold on the world market
YOU WILL TEACH TODAY-
ii. Rotor maintained upwind
THIS MAY COME FROM
YOUR CONTENT OUTLINE)
b. Two-bladed design
i. Require high rotational speeds to produce the same
energy outcome of three-bladed design
ii. Have hinged rotor to allow for more shock absorption
c. One-bladed design
i. Noisy
ii. Require counter weight on the opposite side of the
hub
iii. Requires a hinged rotor for shock absorption
3. By decreasing the amount of rotors they are more likely to
withstand extreme wind forces
a. Wind is able to pass through a larger area
4. Currently turbines run at various rotational speeds and pitch
angles in order to optimize the amount of force placed on the
rotors
a. Average rotational speed is 12-20 RPM
b. Slewing drive controls the pitch or angle of the blades.
i. Slewing drive helps keep the blades from breaking
due to a sudden gust of wind.
5. WINDOWS MOVIE MAKER
A. UPLOADING PICTURES
 1. IMPORT FILE
2. SELECT PICTURES TO UPLOAD
3. VIDEO TIMELINE
B. UPLOAD VIDEO
1. IMPORT FILE
2. IMPORT VIDEO
3. VIDEO TIMELINE
C. INSERT AUDIO
1. CLICK ON INSERT AUDIO
2. SELECT AUDIO FILE
3. DRAG TO COVER PICTURES
D. SLIDE TRANSITIONS
1. INSERT CURSOR
2. CLICK ADD TRANSITIONS
3. SELECT TRANSITION

(5 MINUTES)

STUDENTS WILL WATCH A SHORT VIDEO OF AN ACTUAL WIND TURBINE

G. HOOK: BEING CONSTRUCTED IN BRISTOL PORT, UK
(DESCRIBE HOW YOU
WILL GRAB STUDENTS’
ATTENTION AT THE HTTP://WWW.YOUTUBE.COM/WATCH?V=DXOYWWU7XCC
BEGINNING OF THE
LESSON. BE CREATIVE.)

(5 MINUTES)
1) AFTER WATCHING THE VIDEO STUDENTS WILL BRAINSTORM AND
STATE THE FACTORS AND CHARACTERISTICS THEY NOTICED ABOUT
THE TURBINE. EXAMPLES INCLUDE THE LOCATION, NUMBER OF
ROTORS, HEIGHT, ETC.THE TEACHER WILL LIST THE STUDENT
GENERATED ANSWERS ON A WORD DOCUMENT.
H. INSTRUCTION: 2) THE LIST WILL BE KEPT AND REFERRED BACK TO AT THE END OF THE
(TELL, STEP-BY-STEP, LESSON.
WHAT YOU WILL DO.)
3) STUDENTS WILL WATCH A POWER POINT THAT WILL ALLOW THEM TO
EXPLORE MODERN TURBINE BLADE DESIGN.
4) THE POINT TO PONDER WILL BE WRITTEN ON THE BOARD FOR
STUDENTS TO THINK ABOUT WHILE WORKING. THEY WILL BE ASKED
TO REFLECT ON THIS QUESTION AT THE END OF THE LESSON IN A
VIDEO RESPONSE FOR THE FINAL PRODUCT.
“: PARTICULAR VARIABLES SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY
OF A WINDMILL.”

5) ONCE THE DISCUSSION HAS ENDED STUDENTS WILL THEN PROCEED

BE ASKED TO REFER BACK TO THEIR VARIABLES AND ROUGH DRAFTS.
6) THEY WILL HAVE 5 MINUTES TO ADAPT THEIR DESIGNS BEFORE THEY
BEGIN BUILDING.
7) STUDENTS WILL USE THEIR COW NOTEBOOK TO WRITE AND MAKE
NECESSARY CHANGES TO DESIGN AND DESIGN VARIABLE.

(40 MINUTES FOR DESIGN)

8) TO CREATE THEIR BLADES STUDENTS CAN REFER TO TEACHER
CREATED BLADES. TEACHERS WILL HAVE EXAMPLES OF BLADES FOR
STUDENTS TO LOOK AT AND THE POWER POINT IN ORDER TO
STIMULATE IDEAS.
9) (TEACHER WILL TAKE PICTURES AND/OR VIDEO TO UPLOAD ONTO
MRS. SANCHEZ’S AIG WEBSITE,
HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE, FOR DAY 4)
10) WHILE THE STUDENTS ARE CREATING THEIR BLADES THE
TEACHER WILL TAKE PICTURES OF THE STUDENTS WORKING. THESE
PICTURES WILL BE USED IN THEIR FINAL PROJECT.
11) THE TEACHER WILL PULL ONE OR TWO STUDENTS ASIDE DURING
THE WORK TIME FOR THEM TO DISCUSS THEIR VARIABLE AND
MATERIALS USED TO MAKE THEIR ROTOR.
12) THE SOUND RECORDINGS WILL BE RECORDED USING AUDACITY
AND SAVED AS AN MP3 FILE BY THE TEACHER AND UPLOADED ONTO
WEBSITE.
13) STUDENTS (WORKING IN PAIRS) WILL BE ABLE TO PICK FROM THE
FOLLOWING MATERIALS TO CREATE THEIR BLADES: CARDBOARD,
STYROFOAM, PAPER PLATES, AND FOAM BOARD.
14) USING SCISSORS, RULERS, TAPE, MARKERS, AND ANY OTHER
MATERIALS NEEDED STUDENTS WILL CREATE AND CUT THEIR BLADES.
15) USING A GLUE GUN THE TEACHER WILL ASSIST STUDENTS IN
GLUING THEIR BLADES TO A WOODEN DOWEL.
16) THE WOODEN DOWEL WILL ALLOW THE BLADE TO FIT INTO THE
MODEL ROTOR.
17) ON DAY 4 A FAN WILL BE USED TO SIMULATE WIND AND A MULTI-
METER WILL BE HOOKED UP TO THE TURBINE. AS THE FAN BLOWS ON
THE BLADES CAUSING THEM TO SPIN A READING WILL APPEAR ON THE
MULTI-METER.
18) AFTER THE STUDENTS FINISH THEIR BLADE DESIGN THEY WILL
CONTINUE WORKING ON THEIR FINAL PRODUCT USING MOVIE
MAKER.
19) TEACHER WILL PULL STUDENTS TO RECORD THEIR THOUGHTS ON
WIND ENERGY BASED ON DAY 3’S POINT TO PONDER WHILE
 WORKING.
20) THE TEACHER WILL USE AUDACITY AS THE RECORDING TOOL AND
SAVE FILES AS MP3 FILES FOR EASY UPLOAD INTO MOVIE MAKER.

(MOVIE MAKER INTRO-20 MINUTES)

21) IN ORDER TO HAVE STUDENTS PRACTICE USING MOVIE MAKER
THEY WILL USE SAMPLE PICTURES PLACED INTO A DEMO FOLDER
CREATED BY THE TEACHERS OVER THE SUMMER. THE FOLDER WILL BE
LOCATED ON THE FOLLOWING WEBSITE:
HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE
THIS WILL ALLOW THEM TO PRACTICE ADDING TRANSITIONS AND
UPLOADING FILES BEFORE FINAL CREATION ON DAY 4.
1) TO UPLOAD PICTURES AND RECORDINGS STUDENTS WILL
COMPLETE THE FOLLOWING STEPS:
A) OPEN WINDOW’S MOVIE MAKER
B) SELECT FILE AND SAVE PROJECT AS: “DAY3DEMO”
(A OR B DEPENDING ON GROUP)
C) CLICK ON IMPORT FILE AND SELECT IMPORT
PICTURES
D) PICTURES AND RECORDINGS WILL BE IMPORTED FROM
FOLDER PLACED ON THE STUDENT’S DESKTOP AT THE
END OF DAY 3.
E) THEY WILL BE LABELED IN A DEMO FILE FOLDER
F) STUDENTS WILL CLICK AND DRAG EACH PICTURE TO
THE VIDEO TIMELINE IN ORDER TO INSERT RECORDINGS
AND TRANSITIONS.
2) STUDENTS WILL INSERT THEIR RECORDINGS AND VIDEO BY
COMPLETING THE ABOVE STEPS.
3) *INSTEAD OF SELECTING INSERT PICTURES STUDENTS WILL
SELECT INSERT MUSIC (FOR SOUND) OR INSERT VIDEO (FOR
VIDEO RECORDINGS)
4) BEFORE INSERTING THE SOUND CLIPS STUDENTS WILL NEED TO
CLICK SELECT THE SLIDE THAT THE SOUND CLIP WILL BE PLAYING
IN CONJUNCTION.
5) STUDENTS WILL INSERT TRANSITIONS:
6) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO
TRANSITIONS TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN).
7) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT
A VARIETY OF TRANSITIONS.
22) BEFORE LEAVING STUDENTS WILL BE PROVIDED WITH A
HANDOUT EXPLAINING HOW TO USE MOVIE MAKER. *SEE ATTACHED
SINCE THE SAMPLE PICTURES WILL BE UPLOADED ONTO A WEBSITE
THEY CAN PRACTICE CREATING A MOVIE MAKER AT HOME FOR
HOMEWORK.
 23) IF STUDENTS DO NOT FINISH BLADES THEY WILL BE ASKED TO
FINISH FOR HOMEWORK. IF NEEDED THEY CAN USE MASKING TAPE OR
DUCT TAPE AT HOME TO ATTACH BLADE TO DOWEL. *TEACHER WILL
PROVIDE IF NEEDED
24) AT THE END DAY 3 THE TEACHER WILL COPY PICTURES AND
SOUND RECORDINGS FROM A FLASH DRIVE AND PASTE INTO A FOLDER
CREATED ON EACH STUDENT’S LAPTOP EACH MORNING.

Windows Movie Maker

Follow these steps before beginning the Movie Maker project.
 Go to the following website: HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE
 Locate Demo folder under our class page
 In the Demo folder you can locate pictures to use for practice. You may also use
uploaded pictures from your own computer.

Step 1: Open Windows Movie Maker

-> Start -> Programs -> Movie Maker

Step 2: Select File -> Save Project As and name your movie file
“YOURNAMEAIGCamp2011”. You should create a new folder on your desk top to save the
practice movie. A good title might be “AIG Camp Practice Movie.”
***Don’t forget to SAVE your movie project often. You can do this by clicking on File ->Save
Project or by simply clicking on the Floppy Disk icon on the top toolbar (see illustrations).

Step 3: Click on the Import Pictures link on the left side of the window (see illustration).

Step 4: With the Import File window open, navigate to

the “DEMO” folder and import each of the pictures into
your Collections.
*Shortcut Tip: Click and select the first picture in the
folder; then hold down the shift-key and click on the last
picture in the folder. This should highlight all of the
picture files between the two files you clicked on. Click
Import and all of the files should move over at the same
time into your Collections.
Step 5: Click and drag each of your pictures (one at a time) to the Video Timeline at the
bottom of your window.
 The default setting for each picture is 5 seconds within the timeline. I suggest keeping it
where it is for this project because when you add transitions and/or effects later between
each picture it will decrease the time each picture is shown.

Step 6: Once all of your pictures are added to the video timeline, it is now time to insert some
Video Transitions between the photos.
 Click on the drop-down window near the top of your screen and select Video
Transitions from the menu (see illustration).
 The Collections window pane should now be replaced with a variety of Video
Transitions.
 You can preview each transition by double-clicking on the image and watching it in the
Preview Window.
 Click and drag the transition of your
choice between two photos on the
Video Timeline (see illustration).Step 7: When the transitions are complete you can
now insert Titles and Credits to your movie.

 If the Edit Movie tab is not already open, click on the drop-down arrow button to expand
the window (see illustration).
 Next, click on the “Make titles or credits” link.
 You now have a choice to make as to where
you want to add a title…select “Add title at the
beginning of the movie”.
 Enter the text for your title and click on “Done,
add title to movie”. (You do have some other
options “Change title animation; or Change text font
and color”.) Edit these as you see necessary.

Step 8: If you want to add a Credit slide to the end of your movie, redo Step 7 but choose
“Add credits to the end of the movie” when it asks you where you want to add a title.
 Insert your information for the Credit slide and click “Done, add title to movie”.

Step 9: It is now time to Finish the Movie. If the Finish Movie tab is not already open, click
on the drop-down arrow button to expand the window (see illustration).
 You should choose the “Save to my computer” link
 for this particular project.

Step 10: The Save Movie Wizard will open and give you
text boxes to enter your information.
1. File name: AIGCamp2011
2. Choose a place to save your movie: For practice purposes it might be easier to save the
movie to your desktop.
3. Movie Setting: Choose “Best fit to file size” and decrease the size to 1 MB (see
illustration).

4. Click Next and your movie will begin saving to your “Movie_Maker” folder on your
desktop.
If the Blade Fits…
Various Wind Turbine Blades and Their Functions
What animal inspired this
blade?

Are you an active or passive yawner?

Active
Passive
 Active?

Then you are the wave or I should

say blade of the future.

Active blades are geared

by electronics. A small
anemometer/vane inside
the rotor tells the turbine
which way to turn in order
to face the wind.

Passive?

If it isn’t broken…why fix it?

Passive yawning
turbines are usually
small turbines that
use a type of vane
on the back to turn
the rotor to face
the wind.
All in a blades
work…
•A single blade can cost up to
$100,000.

•The slewing drive controls the

angle of the blades and helps keep
them from breaking in extreme
wind.

•The average blade rotation speed is

12-20 RPM

Three-Bladed
Design

•Most universal blade

design

•Allows for the most

stability

•Less noise

•Cost efficient
Two-Bladed
Design

•Rotor is hinged to
absorb shock

•Noisy

•Needs higher wind

speeds than three
bladed design to
produce the same
amount of energy

One-Bladed
Design

•Noisy

•Requires counter
weight on the opposite
side of the hub

•Requires a hinged
rotor for shock
absorption

DAY 4-CAPTURING THE WIND

 I. DEFINE THE CONTENT
LESSON OBJECTIVE:
TO COLLECT, EVALUATE, AND ANALYZE DATA IN ORDER TO DETERMINE WHICH BLADE VARIABLE PRODUCES THE
MOST ENERGY.

LESSON POINT TO PONDER: OUR STANDARD OF LIVING AFFECTS WIND TURBINE PRODUCTION AS A COMMERCIAL
ENERGY SOURCE.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3
ITEMS ARE AFTER THE LESSON,
WORTH STUDENTS WILL KNOW THAT OFFSHORE WIND WILL PRODUCE MORE WIND ENERGY THAN ONSHORE
KNOWING? WIND ENERGY.
(THINK ABOUT
THE CONTENT
STUDENTS WILL KNOW THE VARIABLES THAT AFFECT TURBINE PLACEMENT.
YOU HAVE
SELECTED.
WHAT IS STUDENTS WILL KNOW THE FACTORS THAT AFFECT WIND FARM PRODUCTION.
IMPORTANT
FOR STUDENTS
TO KNOW?)

B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT STUDENTS SHOULD BE ABLE TO TEST AND EVALUATE THEIR VARIABLE BASED ON THE AMOUNT OF
FOR STUDENTS ENERGY THAT WAS PRODUCED ACCORDING TO THE MULTI-METER READING.
TO BE ABLE TO
DO?
STUDENTS SHOULD BE ABLE TO CONTRIBUTE TO A MOVIE MAKER VIDEO DEMONSTRATING THE
(DEFINE WHAT
CONSTRUCTION OF A MODEL TURBINE AND THEIR OPINION OF WIND AS AN ENERGY SOURCE.
STUDENTS
SHOULD BE
ABLE TO DO AS STUDENTS SHOULD BE ABLE TO READ A MULTI-METER TO DETERMINE ENERGY CREATED AND
A RESULT OF GRAPH THE RESULTS.
YOUR LESSON.)

C. WHAT ARE AFTER THE LESSON,

THE ENDURING STUDENTS WILL UNDERSTAND WHICH PARTS ARE USED IN TURBINE PRODUCTION TO HELP
UNDERSTANDIN CREATE ENERGY.
GS THAT
STUDENTS
STUDENTS WILL UNDERSTAND THAT WIND SPEEDS AND OTHER VARIABLES DETERMINE THE
SHOULD TAKE
AMOUNT OF ENERGY THAT IS PRODUCED BY THE TURBINE.
AWAY FROM
THE LESSON?
(DEFINE THE STUDENTS WILL UNDERSTAND THAT WIND ENERGY IS A CONSTANT ENERGY SOURCE THAT CAN
BIG IDEAS.) PROVIDE LOCAL AND REGIONAL ENERGY.

III. PLANNING
D. ESSENTIAL WHY IS BLADE DESIGN ONE OF THE LARGEST PREDICTORS OF A TURBINE’S ENERGY
QUESTION: PRODUCTION?
(ONE
OVERARCHING
LESSON
QUESTION )
E. STUDENTS WILL COMPLETE A GOOGLE DOCS POST-TEST TO DETERMINE THE
ASSESSMENT: AMOUNT OF CONTENT MASTERED. STUDENTS WILL CREATE BLADES THAT PRODUCE
(PERFORMANC AN EFFICIENT AMOUNT OF ENERGY BY TESTING THEIR BLADES USING A MULTI-
E TASK)
METER. STUDENTS WILL CREATE A MOVIE MAKER PRESENTATION
WHAT WILL
THE STUDENTS DEMONSTRATING THEIR MODEL WIND TURBINES AND THEIR OPINION ON WIND AS
DO TO SHOW AN ENERGY SOURCE.
YOU THAT
THEY
MASTERED THE
CONTENT?

I. OFFSHORE WIND PRODUCTION VS. ONSHORE WIND PRODUCTION

A. POSITIVE FACTORS
1. OFFSHORE WIND PRODUCTION ALLOWS FOR MORE WIND TO BE
PRODUCED DUE TO THE OPENNESS OF THE WATER AND FEWER
BARRIERS BETWEEN TURBINES
2. STRUCTURES CAN BE TALLER AND THEREFORE GENERATE MORE
ELECTRICITY.
B. NEGATIVE FACTORS
1. IMPACT ON BIRD MIGRATION AND OTHER ANIMAL SPECIES
2. AESTHETIC IMPACTS AND DECREASE IN PROPERTY VALUE
3. THE COST OF WIND FARMS ARE ALSO MORE EXPENSIVE TO
F. CONTENT BUILD AND MORE COSTLY TO MAINTAIN
LIST THE
CONTENT FOR
II. WINDOWS MOVIE MAKER
THIS LESSON E. INSERT AUDIO
ONLY. 4. CLICK ON INSERT AUDIO
(OUTLINE THE
CONTENT YOU
5. SELECT AUDIO FILE
WILL TEACH 6. DRAG TO COVER PICTURES
TODAY-THIS
MAY COME
FROM YOUR
F. UPLOAD VIDEO
CONTENT 4. IMPORT FILE
OUTLINE)
5. IMPORT VIDEO
6. VIDEO TIMELINE
G. SLIDE TRANSITIONS
4. INSERT CURSOR
5. CLICK ADD TRANSITIONS
6. SELECT TRANSITION
H. TITLES AND CREDITS
1.EDIT MOVIE TAB
I. MAKE TITLES AND CREDITS
I. SAVING THE PRODUCT
1. SAVE TO COMPUTER
 2. SAVE FILE AS _______
3. HYPERLINK FILE TO WEBPAGE
I. HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE
(5 MINUTES)

WHEN STUDENTS ENTER THE ROOM THE FOLLOWING INSTRUCTIONS WILL BE

ON THE BOARD:
G. HOOK:
(DESCRIBE
1) GO TO THE FOLLOWING WEBSITE:
HOW YOU WILL HTTP://WWW.WIND.APPSTATE.EDU/MAP/NODE
GRAB 2) CHOOSE 2 DIFFERENT TURBINES, ONE FROM EACH REGION.
STUDENTS’
ATTENTION AT
3) IN YOUR COW NOTEBOOK:
THE 4) LIST THE LOCATION, TYPE OF BLADES USED FOR THE CHOSEN TURBINES,
BEGINNING OF HEIGHT, AND POWER PRODUCED
THE LESSON.
BE CREATIVE.) 5) STUDENTS WILL LIST PREDICTIONS STATING WHY EACH WIND TURBINE IS
BUILT DIFFERENTLY BASED ON LOCATION

8) ( 10 MINUTES) AFTER STUDENTS HAVE WRITTEN PREDICTIONS THE GROUP

WILL COME TOGETHER AS A WHOLE AND THE WEBSITE WILL BE DISPLAYED
BY USING THE LCD PROJECTOR.
9) USING THE MAP FROM THE WEBSITE:
HTTP://WWW.WIND.APPSTATE.EDU/MAP/NODE) A FEW OF THE STUDENT
SELECTED WIND TURBINES WILL BE CHOSEN FOR THE WHOLE GROUP TO
VIEW.
10) STUDENTS WILL STATE AND DISCUSS THEIR PREDICTIONS BASED ON ROTOR
TYPE, HEIGHT, LOCATION, AND AMOUNT OF POWER PRODUCED.
11) TEACHERS WILL ASK THE FOLLOWING QUESTIONS BASED ON THE
DISCUSSION: WHY DO YOU THINK A CERTAIN BLADE DESIGN WAS CHOSEN
H.
INSTRUCTION: OVER ANOTHER DESIGN?
(TELL, STEP- 12) BASED ON WHAT YOU KNOW ABOUT THE REGION, WHAT VARIABLES WENT
BY-STEP, WHAT INTO CONSIDERATION TO BUILD THE TURBINE?
YOU WILL DO.)
13) WOULD A DIFFERENT BLADE TYPE OR MORE/LESS ROTORS PRODUCE JUST
AS MUCH ELECTRICITY?
14) WHAT DID YOU TAKE INTO CONSIDERATION BEFORE DESIGNING YOUR
BLADE?
15) DO YOU NOTICE ANY CONNECTIONS BETWEEN YOUR BLADE DESIGNS AND
THE ONES THAT WERE BUILT IN THE DIFFERENT REGIONS?
16) AFTER THE DISCUSSION HAS ENDED STUDENTS WILL THEN BEGIN TO TEST
THEIR BLADE DESIGN.
17) (30 MINUTES)(TEACHER WILL RECORD AND TAKE PICTURES OF STUDENTS
COMPLETING THE FINAL TESTS OF THEIR BLADES) STUDENTS WILL TEST
THEIR BLADE DESIGN BY COMPLETING THE FOLLOWING STEPS WITH
TEACHER ASSISTANCE:
 THE TEACHER WILL PLACE A STRIP OF TAPE ON THE FLOOR.
 A BOX FAN WILL BE USED AS THE CONSTANT AND SET A FOOT
BEHIND THE TAPE.
 STUDENTS WILL PLACE THEIR BLADES INSIDE THE ROTOR.
 INSIDE THE TURBINE BASE ARE TWO WIRES(ONE BLACK AND ONE
RED)
 ONE END OF THE WIRES IS HOOKED UP TO A BATTERY FOUND IN
THE ROTOR AND THE OTHER END OF THE WIRES IS GOING TO BE
HOOKED UP TO THE MULTI-METER.
 THE FREE END OF THE WIRES WILL BE HOOKED UP TO THE BLACK
AND RED CLAMPS FOUND ON THE MULTI-METER
 THIS WILL ALLOW THE ENERGY TO TRAVEL FROM THE ROTOR TO
THE MULTI-METER.
 THE AMOUNT OF ENERGY CREATED WILL BE DISPLAYED ON THE
MULTI-METER AS A VOLTAGE READING.

 THE FAN WILL BE TURNED ON CAUSING THE BLADES TO TURN AND

A VOLTAGE READING TO BE DISPLAYED ON THE METER.

 THE FAN SPEED WILL BE ADJUSTED FOR A LOW SPEED(SIMULATING

LOW WIND SPEEDS) AND HIGH SPEED (SIMULATING HIGH WIND
SPEEDS)

 USING THE ATTACHED SHEET (WHICH BLADES WORK BEST?)

WHICH CONTAINS A GRAPH AND TABLE FOR RECORDING
RESPONSES STUDENTS WILL THEN RECORD AND GRAPH THE
AMOUNT OF ENERGY PRODUCED ON TRIAL 1.

 TO COMPLETE THE TABLE STUDENTS WILL DO THE FOLLOWING:

1) STUDENTS WILL RECORD THEIR VARIABLE BEING TESTED ON

THE LEFT HAND COLUMN OF THE TABLE.
2) IN THE MIDDLE COLUMN THEY WILL RECORD THE MULTI-
METER READING AT A LOW SPEED.
3) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTI-
METER READING AT A HIGH SPEED.

 THEY WILL HAVE THE CHANCE TO REEVALUATE THEIR ROTORS

AND MAKE NECESSARY CHANGES.
 STUDENTS WILL THEN TEST THEIR BLADES FOR A SECOND TRIAL
AND RECORD THEIR RESULTS ON THE SAME SHEET.
 TO COMPLETE THE TABLE STUDENTS WILL DO THE FOLLOWING:
 4) STUDENTS WILL RECORD THEIR VARIABLE TESTS ON THE LEFT
HAND COLUMN OF THE TABLE.
5) IN THE MIDDLE COLUMN THEY WILL RECORD THE MULTI-
METER READING AT A LOW SPEED.
6) IN THE FAR RIGHT COLUMN THEY WILL RECORD THE MULTI-
METER READING AT A HIGH SPEED.
 TO COMPLETE THE GRAPH STUDENTS WILL LOOK AT EACH
READING AND DETERMINE THE INTERVALS FOR LABELING THE X
AXIS OF THE GRAPH.
 USING A LINE GRAPH, STUDENTS WILL PLOT EACH OUTPUT
READING FOR HIGH SPEEDS AND LOW SPEEDS AND BLADE TEST 1
AND BLADE TEST 2.
 EACH GROUPS RESULTS WILL BE DISPLAYED TO DETERMINE THE
DESIGN THAT PRODUCED THE MOST ENERGY
 TURBINES WILL BE ON DISPLAY AND USED FOR WHEN PARENTS
VISIT IN THE AFTERNOON.
*GRAPHS AND WORKSHEETS ARE INCLUDED
*EMAIL FROM KIDWIND REPRESENTATIVE STATING COPYRIGHT
PERMISSION FOR USE OF GRAPH.

18) (6 MINUTES) AFTER STUDENTS COMPLETE THEIR TESTS ON THEIR MODEL

TURBINES WE WILL RECONVENE FOR A FINAL POWER POINT THAT WILL
BRIEFLY DISCUSS WIND FARMS IN NORTH CAROLINA.
19) STUDENTS WILL BE RECORDED, USING AUDACITY, STATING THEIR
STANCE ON WIND ENERGY BASED ON WHAT WAS LEARNED THAT DAY. THE
RECORDINGS AND VIDEO WILL BE UPLOADED ONTO WEBSITE AND STUDENTS
FOLDERS FOR THE AFTERNOON SESSION BY THE TEACHER.

(20 MINUTES)

20) AFTER THE POWER POINT WE WILL BEGIN COMPLETING THEIR FINAL
PROJECT USING WINDOWS MOVIE MAKER.
21) THROUGHOUT THE WEEK PICTURES/VIDEOS/AND STUDENTS RESPONSES
WERE RECORDED. THEY WERE POSTED ON THE FOLLOWING WEBSITE EACH
DAY:
HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE

THEY WERE ALSO COPIED INTO A FOLDER ON EACH STUDENT’S DESKTOP AT

THE BEGINNING OF EACH DAY BY THE TEACHER USING A FLASH DRIVE.

22) STUDENTS WILL GET WITH THEIR PARTNER TO UPLOAD PICTURES AND
RECORDINGS AND WORK ON INSERTING TRANSITIONS THROUGHOUT THE
MOVIE.
 23) STUDENTS WILL UPLOAD NEW RECORDINGS AND PICTURES THAT WERE
MADE DURING THE MORNING SESSIONS FROM MRS. SANCHEZ’S AIG
WEBSITE.
24) TO UPLOAD PICTURES AND RECORDINGS STUDENTS WILL COMPLETE THE
FOLLOWING STEPS:
1) OPEN WINDOW’S MOVIE MAKER
2) SELECT FILE AND SAVE PROJECT AS:
“GONEWITHTHEWIND2011A/B” (A OR B DEPENDING ON GROUP)
3) CLICK ON IMPORT FILE AND SELECT IMPORT PICTURES
4) PICTURES WILL BE IMPORTED FROM FOLDER PLACED ON THE
STUDENT’S DESKTOP AT THE END OF DAY 3.
5) STUDENTS WILL CLICK AND DRAG EACH PICTURE TO THE VIDEO
TIMELINE IN ORDER TO INSERT RECORDINGS AND TRANSITIONS.
25) STUDENTS WILL INSERT THEIR RECORDINGS AND VIDEO BY COMPLETING
THE ABOVE STEPS.
26) EXCEPT INSTEAD OF SELECTING INSERT PICTURES STUDENTS WILL SELECT
INSERT MUSIC (FOR SOUND) OR INSERT VIDEO (FOR VIDEO RECORDINGS)
27) BEFORE INSERTING THE SOUND CLIPS STUDENTS WILL NEED TO CLICK
SELECT THE SLIDE THAT THE SOUND CLIP WILL BE PLAYING IN
CONJUNCTION.
28) STUDENTS WILL INSERT TRANSITIONS:
29) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS
TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN).
30) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A
VARIETY OF TRANSITIONS.
31) AS A GROUP TRANSITIONS TO INCLUDE WILL BE DECIDED AND INSERTED
INTO THE GROUP’S FINAL MOVIE MAKER PRODUCT.

32) (3 MINUTES)STUDENTS WILL TAKE THE POST-TEST ON GOOGLE DOCS

BY CLICKING ON THE FOLLOWING LINK:
HTTP://TINYURL.COM/WINDPOWERSURVEY
26. AFTER THE MORNING SESSION THE TEACHER WILL INSERT NEW
PICTURES AND RECORDINGS ONTO STUDENT DESKTOP FOLDERS FOR
AFTERNOON UPLOAD.

(40 MINUTES PM)

33) STUDENTS WILL CONTINUE WORKING ON COMPLETING THEIR FINAL MOVIE
MAKER PRODUCT.
34) STUDENTS WILL UPLOAD NEW RECORDINGS AND PICTURES THAT WERE
MADE DURING THE MORNING SESSIONS FROM MRS. SANCHEZ’S AIG
WEBSITE.
35) STUDENTS WILL INSERT TRANSITIONS AND CREATE THE TITLE AND CREDITS
 PAGE.
36) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS
TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN).
37) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A
VARIETY OF TRANSITIONS.
38) AS A GROUP TRANSITIONS TO INCLUDE WILL BE DECIDED AND INSERTED
INTO THE GROUP MOVIE MAKER.
39) TO INSERT A TITLE PAGE AND CREDITS PAGE STUDENTS WILL COMPLETE
THE FOLLOWING STEPS:
A) CLICK EDIT MOVIE
B) SELECT “MAKE TITLES OR CREDITS”
C) SELECT “ADD TITLE TO THE BEGINNING OF THE MOVIE”
D) ENTER TEXT AND PRESS “DONE”
40) TO CREATE A CREDITS PAGE STUDENTS WILL COMPLETE THE FOLLOWING
STEPS:
A) CLICK EDIT MOVIE
B) SELECT “ADD CREDITS TO END OF THE MOVIE”
C) TYPE CREDITS AND HIT “DONE”
41) TO FINISH THE MOVIE STUDENTS WILL HIT FINISH AND SAVE TO MY
COMPUTER.
42) MOVIE WILL BE SAVED AS “GONEWITHTHEWIND2011”
43) THE FILE WILL BE HYPERLINKED TO THE APPSTATE WEBSITE AND MRS.
SANCHEZ’S AIG SITE FOR FUTURE VIEWING.
44) THE MOVIE MAKER WILL BE POSTED ON THE FOLLOWING WEBSITES:
APPALACHIAN STATE’S WIND ENERGY HOMEPAGE
HTTP://WWW.WIND.APPSTATE.EDU/

MRS. SANCHEZ’S AIG PAGE

HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE
• They want more of their future electricity derived from
renewable sources and less from fossil fuels.

• By over 2 to 1, western North Carolinians do not believe that

ridge top turbines should be prohibited.

• Support for ridge top placement is not systematically affected

by experience with seeing a modern turbine in operation,
awareness of energy issues, income, or education.
Source: http://www.wind.appstate.edu/wind-power/wind-power-
factsheets/why-wind-power-north-carolina
 Be M -Powered
RP

Offshore Wind Power: Positive Offshore Wind Power: Negative

Factors Factors
• More wind production • Kills wildlife
• Taller structures • Reduces property value
• More electricity produced • Costly to maintain