# lesson_plan_wind_power by stariya

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```									                                     Lesson Plan
Instructor’s Name: Raj Jaswal & Hafeezah Abdullah
Course Title: Environmental Science
Unit: Renewable VS. Non-renewable sources of energy
Topic: Wind Energy

Rationale:
The significance of this particular lesson plan is to empower students with the ability to
understand energy conversion with the ultimate goal of thinking of ways to use renewable energy
sources for our society’s power needs.

NJ State Standards:
STANDARD 5.1 (SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP
PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY
FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING
EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND
ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS.
Cumulative Progress Indicator: 1 - The student will select and use appropriate instrumentation to
design and conduct investigations.
Cumulative Progress Indicator: 2 - The student will show that experimental results can lead to
new questions and further investigations.

Instructional Goal(s):
Students will learn about wind energy and renewable energy sources. They will be able to
identify variables, design and perform the experiment, collect data, analyze data, draw a
conclusion, and formulate a knowledge claim based on evidence from the experiment.

Performance Objective:
The students will take part in a discussion and answer questions about wind power as a
renewable energy source. They will perform an experiment involving building and testing the
efficiency of windmills they design.

Lesson Content:

Pre-Lab Discussion

Windmill Design
1. List at least three factors that make a windmill a good alternative energy
converter?
2. Illustrate the shape of your windmill blades. What are the benefits of the shape
you selected/ or designed?
3. How will you know if your blade design is effective and efficient? List three
measurable results.

Lab Discussion

Material Selection
5. What would you like your windmill to look like? How many blades? Explain
why you selected that amount? How will you know if the amount of blades
contributed to the efficiency of the windmill? What will you measure?

Post-Lab Discussion

Trial and Error / Test Runs
6. Describe the features of the most efficient windmill. List at least 3 features.
7. What one variable will you change about your windmill to improve the efficiency
8. Did the changes you make improve the efficiency of your model?

Time frame for the Lesson:

DAY 1                             Activity to be performed
0-19 minutes                      Presentation on background information. This presentation also
serves to assess prior knowledge that students may have of the
topic. Students are asked questions during the presentation and
they are encouraged to chime in and share their responses with the
entire class.
20-29 minutes                     Pre-Lab discussion on windmill design. Cover material that will be
required and go over certain safety considerations. Students are
also given an overview of engineering design procedures (explain
the importance of brainstorm sessions, careful planning, and how
to evaluate and record key findings during trial runs).
30-79 minutes                     Groups engage in design, material selection, and refer to questions
from “During Lab Discussion”

Note: All times are approximate, and should be revised based upon student progress)

DAY 2                             Activity to be performed
0-4 minutes                       Recap Day 1 activity
5-64 minutes                      Groups are engaged in design, can test their windmill at the front
desk where vernier probes are installed. Students have the
opportunity to go back and tweak their designs based on their trial
runs. Should students make any changes to their design, they are
instructed to make note of the change and the reason for it.
65-80 minutes                     Final runs are conducted and students make notes of the
measurement parameters required for power calculation (Current
and Voltage). Students calculate power based on a formula.
Students are responsible for questions posted in the “Trial and
Error” section for the post-lab discussion and are allowed to finish
the questions for homework.
Closure Activity
Instructional procedures:
a. Focusing event – Background presentation that includes images and/or video (.ppt file).
b. Bridge/ Connections – Before this lab is presented, students have covered myriad topics
which will facilitate the understanding of energy conversion procedures and their
significance. Students cover topics such as populations, biodiversity, water, land, air,
atmosphere & climate change, and mineral & energy resources. A lab that covers energy
conversion allows students to make connections between the various topics they’ve
covered through hands-on design procedures and troubleshooting based on results
collected with Vernier Equipment.
c. Teaching procedures Pre-lab: In addition to exposing students to the energy conversion
lab, the presentation is used to gauge student knowledge regarding the topic

During Lab: Instructors work on a more microscopic scale by visiting each student group
in order to provide guidance on their designs. Having students working in groups (no
more than 3 students per group) is an important part of this lab. It allows students to get a
glimpse of real-world engineering design procedures and the importance of feedback
from their peers.

Post-Lab: Students now engage in a new set of questions that force them to consider any
changes they may have made that would have allowed for a more efficient design and
greater power output.

Bringing technology into the NPS classroom is leverage enough in recruiting student
interest. The student group with the most efficient design, as calculated by the students
based on their measurement parameters, will receive a prize.

d. Formative check – During pre-lab discussion, students engage in classroom discussion
as a form of assessment. During the lab, the instructor circulates among the student
groups asking questions, helping students make observations, helping students identify
questions, offering help for answering questions on the handout (pre-lab, during lab, post-
lab discussions), and also making suggestions.
e. Student participation- Whole group instruction is used during the pre-lab discussion
(background presentation) Small group instruction is used while students are engaged in
actual lab activity.
f. Interdisciplinary connections –
An ancillary benefit of this lesson plan is that it exposes students to the various
disciplines involved in this scaled-down version of an engineering design experiment:
 Students engage in a hands-on experience in the mechanical aspect by designing
their own windmills.
 Students are forced to make some correlation between their hand-built designs
and the parameters we use in measuring their efficiency (power, current, voltage)
 Students must work in groups and must incorporate “brainstorm sessions” as part
of their design procedure. This builds student confidence in voicing their opinion.
While in groups, students also learn to micro-manage their tasks (student 1 will
record data, student 2 will record design issues, etc)

g. Closure-
The lesson comes to a close when all students report that they are ready to submit their
design for a FINAL run. Students indicate this by signing up for a test run.
The closing experience will be related to the questions posed in the “Post-Lab
Discussion” under “Trial and Error / Test Runs”. Students answer questions under “Post-
Lab Discussion” while the final runs are conducted.

Students will also be asked to evaluate where else windmills can be installed (This is for
students to think outside of the box). This can also serve as an activity to keep
students/groups that finish early engaged in the lesson.

A possible extension to this lesson, which will make good use of the vernier probes, is to
have students think about other forms of renewable energy and how we can find ways to
manipulate said energy to meet with real-world power requirements.

Solar energy conversion
Students who finish early:
Create a second design (looser restrictions) for a windmill you would like to test.

Evaluation Procedure:
Students are required to answer questions listed under “Post-Lab Discussion” in order to
gauge their understanding of the concept presented during lab.

Materials and Aids:
Students are made aware of the material required in a student hand-out and also see a list
during the background presentation.
Materials:
Data-collection interface
Data-collection program
Vernier Current Probe
Vernier Voltage Probe
Ring stand
Utility clamp
Fan
Pinwheel template(s)
Modeling clay
5cm piece of drinking straw
Scissors
Hole puncher