Embedded Files
BACKGROUND:
BACKGROUND:
The Wind Turbine Project is an introductory-level engineering project (i.e. for students with little to no experience with the engineering design process). It focuses on physics content involved with energy transfer and energy transformations.
NEXT GENERATION SCIENCE STANDARDS ADDRESSED:
NEXT GENERATION SCIENCE STANDARDS ADDRESSED:
Disciplinary Core Idea: Conservation of Energy and Energy Transfer
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (HS-PS3-3)
ASSESSMENT RUBRIC:
ASSESSMENT RUBRIC:
MATERIAL RESOURCES:
MATERIAL RESOURCES:
-Ward's Science TeacherGeek Wind Lift Kit (Not required, but this relatively cheap kit provides all the materials necessary for students to build and test wind turbines)
-Electric Fan
LESSON PLANS:
LESSON PLANS:
Phase 1:
Phase 1:
Problem Definition
Problem Definition
PHASE 1: TASKS
Define boundaries of problem:
- Refine problem statement
- Identify constraints & criteria
LESSON PLAN:
Link to project packet - focus of phase 1 is on diagram, problem identification, constraints, criteria sections
Anticipated time: 20-30 minutes
Overview of lesson:
- Teacher introduces students to the scenario.
- Students identify relevant and irrelevant information as they define the problem and activate content knowledge.
- Teacher introduces the concepts of constraints and criteria.
- Students identify constraints and prioritize criteria.
- Students build consensus around key elements of problem identification.
PEDAGOGICAL MOVES:
Advanced Differentiation
Entry document and verbal instructions may be sufficient.
ESL Differentiation
Throughout the packet, it may be helpful to provide definitions, examples, clarifications, etc. of new terms, especially if this is your first engineering project as a class.
Advanced Differentiation
Students may not need to explicit instructions to "define the problem" or activate prior knowledge.
ESL Differentiation
After defining constraints and criteria, give students a list of examples and ask them to sort into two lists in a group.
Phase 2:
Phase 2:
Design exploration
Design exploration
PHASE 2: TASKS
Generate design alternatives:
- Brainstorm
- Select preliminary design
ANNOTATIONS AND HIGHLIGHTS
This project's awesomeness is here with the scaffolding for data-informed design decision, by having students in groups investigate a single parameter then share; then make their initial prototype design based on four graphs, then get creative.
This is a way of engaging all students in authentic science talk. You’ll see a jigsaw structure where students form new group of 4 students apiece - one student from each parameter - and then the groups rotate from whiteboard to whiteboard, with each student presenting when the group reaches his/her whiteboard. During these presentations, ensure that students are explicitly discussing:
- their experimental setup, including controls
- the features of their graph, including the axes, intercepts, and trends
- the implications that their graph has for designing an optimized wind turbine
LESSON PLAN:
Link to project packet - the focus is on brainstorming section
Anticipated time: 20 minutes
Overview of lesson:
- Teacher reiterates the objective of the wind turbine and asks whole class, “What factors could possibly affect the energy output the turbine could generate?”
- Students work in small groups to identify various factors that could influence the work done by the wind turbine.
- Student groups share out their lists of factors. The teacher leads a whole-class discussion, identifying the merits of each variable.
- Students are divided into groups to study the effect of the identified variables. It is recommended that at least two groups study each variable so that the teacher can control the quality of data presented to other students during student whiteboard presentations.
PEDAGOGICAL MOVES:
Advanced Differentiation
Advanced students can probably generate a list of factors quickly and individually. Have students volunteer ideas after a minute or two and allow the students to discuss each suggestion for its merit and prioritize them to investigate. Student groups then can divide up high priority parameters to systematically test and sell their data from this early exploration. (During phase 3 they can get creative beyond the high priority parameters test during phase 2).
Phase 3:
Phase 3:
Design optimization
Design optimization
PHASE 3: Tasks
Develop and optimize selected design:
- Build, test, verify, & refine prototype
- Evaluate in light of tradeoffs
ANNOTATIONS AND HIGHLIGHTS:
This video shows a way of engaging all students in authentic engineering talk. Our goal in this discussion is for students to explicitly consider:
- the scientific relationship between each parameter and energy output (key words: graph, data, trend)
- the constraints of the problem (key words: budget, per dollar)
- how they can use the data to optimize the energy output WITHIN those constraints (key words: tradeoff, cost-effective)
Model using these words for students; listen for these words in their discussions to ensure that they are engaging in high quality engineering talk.
LESSON PLAN:
Link to project packet - focus on parameter data section
Anticipated time:
Overview of lesson:
- Students work in groups to iteratively test the effect of one of the four parameters.
- Students generate graphs that clearly illustrate the relationship between their tested parameter and the maximum work/energy output.
- Students to share their findings (board meeting).
- Students use the data shared at the board meeting to develop an initial prototype with blade angle, blade shape, surface area, and number of blades optimized.
- Students identify an additional parameter to iteratively test and collect data on its effect.
- Students develop their final optimized design based on their findings.
PEDAGOGICAL MOVES:
Advanced Differentiation
Students should be encourage to present data in the most effective way and realize that engineers give recommendations supported by clear evidence. After each group presents, have a quick discussion about strengths and weaknesses of presentation.
ESL Differentiation
Give students an explicit structure for presenting their information (ie. 1) State variable tested. 2) Etc.)
Phase 4:
Phase 4:
Design Communication
Design Communication
PHASE 4: Tasks
Communicate final design to audience:
- Relate design details & rationale
- Justify tradeoffs
- Reflect on process
LESSON PLAN:
Link to project packet - focus on expense report, rationale sections
Anticipated time:
Overview of lesson:
- Students reflect upon their process and conclusions supported by the data collected in Phase 3.
- Students document their final wind turbine design, as well as the data collected that lead them to settle on this particular design.
- Students prepare a report or presentation tailored for stakeholders.
PEDAGOGICAL MOVES:
Advanced Differentiation
Students may not need help formatting a professional document. Also, another challenge to advanced students could be to discuss the design of actual wind turbines and how it varies from their prototype.
ESL Differentiation
Writing a report may be the most difficult part with students who are not familiar with the English Language. Having examples to show, requiring rough drafts and peer editing, and an explicit structure could be helpful.
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