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.
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)
-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
PHASE 1: TASKS
Define boundaries of problem:
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:
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: TASKS
Generate design alternatives:
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:
LESSON PLAN:
Link to project packet - the focus is on brainstorming section
Anticipated time: 20 minutes
Overview of lesson:
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: Tasks
Develop and optimize selected design:
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:
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:
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: Tasks
Communicate final design to audience:
LESSON PLAN:
Link to project packet - focus on expense report, rationale sections
Anticipated time:
Overview of lesson:
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.