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Working with Wind Energy

Working with Wind Energy. Stirling : March 2011 Nico Beute. Activity Goal. Build a wind turbine with simple materials The wind turbine must withstand the wind generated by a fan or hair dryer and rotate for up to 1 minute to lift a small object. Activity Objectives.

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Working with Wind Energy

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  1. Working with Wind Energy Stirling: March 2011 Nico Beute

  2. Activity Goal • Build a wind turbine with simple materials • The wind turbine must withstand the wind generated by a fan or hair dryer and rotate for up to 1 minute to lift a small object

  3. Activity Objectives • Learn about wind energy conversion • Design a wind turbine • Construct the wind turbine • Test the wind turbine • Evaluate Performance

  4. Why is this experiment useful to teachers and students? • Learn about wind energy and wind turbines • Learn about the concepts of forces and motion • Learn about engineering design • Learn how engineering can help solve societal challenges • Learn about teamwork and problem solving

  5. Principles & Standards for School Mathematics • Geometry: • Use visualization, spatial reasoning, and geometric modeling to solve problems • Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships • Problem Solving: • Recognize and apply geometric ideas in areas outside of the mathematics classroom • Apply and adapt a variety of appropriate strategies • Communication: • Communicate mathematical thinking coherently and clearly to peers, teachers, and others

  6. What is Wind? • Wind is a form of Solar Energy • The sun heats the Earth’s surface at varying rates • The air above the warmer areas heats up, becomes less dense and rises • Cooler air from adjacent higher-pressure areas moves to the lower-pressure areas • That movement = wind

  7. Where in the World is Wind?

  8. What is Wind Energy? • The process by which the wind is used to generate mechanical energy or electricity • Wind turbines convert the kinetic energy in the wind into mechanical and electrical energy

  9. A Wind Turbine • The wind hits the blades… • Shaft leads to a gearbox whose output leads to a generator to make electricity • Usually has 2 or 3 blades WIND

  10. The Turbine Blade • Operates much like an airplane wing • Low-pressure air forms on the downwind side of the blade • The low-pressure air pocket then pulls the blade toward it, causing the rotorto turn

  11. Many blade designs

  12. Objective • To enable engineers to lead a training session for teachers on an engineering related topic

  13. Engineers: Understand the educational system • Educational terms • Curriculum • Outcomes {CO , DO & LO} • Assessment standards • Educational environment • Knowledge of learners • Knowledge of teachers

  14. How • Make it practical – give examples from the workplace • Keep it simple • Try it out today

  15. Consider the environment • Where do we get energy from? • Is our energy source sustainable? • Do we want nuclear energy? • Is wind energy affordable? • What types of energy harm our environment? • Do we consider social and economic issues?

  16. Your Challenge • Design, construct and test your own wind turbine design • Lift weight – 15 cmas quickly as possible • Maximum1 minute • No human interaction! • Blowdryer at least30cm away from turbine > 1ft, 30cm

  17. Materials • wooden sticks, spoons • bendable wire • string • paperclips • rubber bands • toothpicks • aluminum foil, plastic wrap • tape, glue • wooden dowels • paper, cardboard

  18. Turbine Requirements • Must have a rotor shaft around which to wind up given weight • Must be freestanding (no human interaction) • Must use only materials provided > 1ft, 30cm

  19. Test Procedure • Blowdryer at least 30 cm away from turbine • No human interaction with turbine • Attach weight around rotor • Up to 1 minute to wind up weight for 15cm • Record time to wind up weight > 1ft, 30cm

  20. Procedure • Teams of 3, at least 1 teacher per group • Be a primary school learner • Consider educational principles • Develop and sketch your design • Construct initial design • Preliminary test • Modify design, if necessary • Final test - Show Yvonne

  21. Evaluate Your Design • Efficiency of design may depend on • Cost of materials • Speed (rotations per minute) • Power (time to wind weight) • Possible measure of efficiency: • Eff. = (Cost of materals) / (time [sec] to wind weight) • Are two designs that have the same rotational speed equally as “good”?

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