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Wind
198
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including suggestions as to where to purchase materials.
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199
This lesson plan may contain links to other resources,
including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
Project Ideas
mt/publist/400series/430310-
1.pdf, retrieved July 28, 2004
1 Calculate wind power
Special Safety and Environmental
potential in your city and
Concerns: None
compare to a typical solar
power of 1kW/m2.
Hints: Compare the sun’s average
peak power = 1 kW/m2 to the wind
Learning Objectives: Understand
that energy can not be created or power available in your area. Calculate
destroyed, but can be changed in form. wind power (1/2ρAV3) from turbine (ρ =
Appreciate the interaction of science air density, A = swept area, and V =
and technology and community. Create wind velocity). Record wind speeds
and use a mathematical model. over two week period from your local
weather reports and convert them to
Variables: Speed and duration of their average velocity in m/s. Calculate
wind, types and size and numbers of the swept area based on wind turbine
wind turbines. sizes you can find in resources in meters
squared (m2). Find air density values in
Special Equipment: None. This is a a reference book. Graph power created
mathematical model. versus number of turbines or average
wind speed. Compare this to how much
Specific Resources: land you would need to absorb the
(1) Lecture Notes from University of same amount of sun energy.
Oregon
http://zebu.uoregon.edu/ph162/l Other Ideas: Compare the cost of a
14.html given parcel of land used for collecting
(2) Clean Energy: How Solar Energy energy (wind and/or photovoltaics)
Works, versus other possible uses.
http://www.ucsusa.org/clean_en
ergy/renewable_energy_basics/h 2 Design and construct a wind
ow-solar-energy-works.html , vane and an anemometer.
retrieved July 29, 2004 Use them to measure and
(3) Melody, Ingrid, Photovoltaics: A compare wind direction and
Question and Answer Primer, speed at various sites.
HealthGoods,
http://www.healthgoods.com/Edu Learning Objectives: Understand
cation/Energy_Information/Rene how scientific measurements are done
wable_Energy/photovoltaics_Q_a and the importance of units and
nd_A.htm, retrieved July 28, accuracy.
2004
(4) July 1987, Photovoltaics: Sunlight Variables: Wind direction, wind speed,
to Electricity in One Step, British sites selected for comparisons
Colombia Ministry of Agriculture
and Food,
http://www.agf.gov.bc.ca/resmg
200
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including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
201
This lesson plan may contain links to other resources,
including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
(0-5 V), 100-ohm resistor, insulated Other Ideas: Advanced students could
wire, propellers (model airplane or one investigate the solidity (high versus low)
of own design), wind tunnel for and number of blades by comparing
advanced students (See Figure 2). efficiency and tip speed ratios of
different blades. Also, the efficiency of
Specific Resources: dynamic inducers and cones can be
(1) Wind Energy Basic, Wind investigated.
Energy Development,
http://windeis.anl.gov/guide/basi
cs/index.cfm, retrieved on July
5 Can wind energy be used to
power a boat into the wind?
29, 2004 Will a boat powered by the
(2) Propeller, http://www.fact-
wind travel faster than a
index.com/p/pr/propeller.html, sailboat with the same swept
retrieved on July 28, 2004 area? Will a boat powered by
wind travel faster than the
wind?
202
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including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
Propeller
Diameter
203
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including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
204
This lesson plan may contain links to other resources,
including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
6
4 Output 9 Is solar, wind, or solar and
2
0
wind the best method to generator
0 10 20 30 electricity?
Wind Speed (m /s)
Learning Objectives: Recognize that
design is a complex process that
Variables: Wind Speed requires tradeoffs. Understand that
energy can be transferred to other
Special Equipment: Anemometer (a forms but always involves the loss of
recording anemometer for more some energy.
sophisticated research)
Variables: Load size and type(s) of
Specific Resources: renewable resource(s).
(1) Topozone,
http://topozone.com, retrieved Specific Equipment: Solar Panel,
July 28, 2004 blade (plastic propeller blade), wiring
(2) Evaluating Your Wind Resource (preferably with clamps on the end),
and Sitting Your Turbine, motor (1 or 2), buzzer, light (Christmas
Department of Energy, bulb), and any other load sources
http://www.eere.energy.gov/co desired.
nsumerinfo/makeelectricity/eva
l_wintrb_eval.html, retrieved Specific Resources:
July 29, 2004 (1) “Circuits,” Encyclopedia,
(3) Search “Building an retrieved on July 13, 2004,
Anemometer” in your web http://encyclopedia.thefreedictio
search engine. nary.com/Circuit.
(2) “How Solar Cells Work,” How
Special Safety and Environmental Stuff Works, Retrieved on July
Concerns: None 13, 2004,
http://www.howstuffworks.com/
Hints: Track wind information in your solar-cell.htm.
area for several months. Read the
power curve and find how much power Special Safety and Environmental
is being generated over time. Divide Concerns: Take care when working
the total cost of the wind turbine by the with electricity and fans.
power created for 10 years and
calculate the cost per kW. Compare this Hints: When working with both solar
to your electric bill. and wind, check the individual pieces.
205
This lesson plan may contain links to other resources,
including suggestions as to where to purchase materials.
These links, product descriptions, and prices may change over time.
206