exploring wind energy - teacher

8/9/2019 Exploring Wind Energy - Teacher

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EXPLORING

WIND ENERGYTeacher Guide

GRADE LEVE

7- 12

SUBJECT AREA

SciencSocial Studie

Language ArtTechnology

Hands-on activities that provide a comprehensive understandingof the scientific, economic, environmental, technological, andsocietal aspects of wind energy to secondary students.


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Teacher Advisory BoardShelly Baumann, Rockford, MI

Constance Beatty, Kankakee, IL

Sara Brownell, Canyon Country, CA

Amy Constant, Raleigh, NC

Joanne Coons, Clifton Park, NYRegina Donour, Whitesburg, KY

Darren Fisher, Houston, TX

Deborah Fitton, Cape Light Compact, MA

Linda Fonner, New Martinsville, WV

Melanie Harper, Odessa, TX

Linda Hutton, Kitty Hawk, NC

Barbara Lazar, Albuquerque, NM

Robert Lazar, Albuquerque, NM

Hallie Mills, Bonney Lake, WA

Mollie Mukhamedov, Port St. Lucie, FL

Don Pruett, Sumner, WA

Larry Richards, Eaton, IN

Barry Scott, Stockton, CA

Joanne Spaziano, Cranston, RI

Gina Spencer, Virginia Beach, VA

Tom Spencer, Chesapeake, VA

Nancy Stanley, Pensacola, FL

Scott Sutherland, Providence, RI

Robin Thacker, Henderson, KY

Bob Thompson, Glen Ellyn, IL

Doris Tomas, Rosenberg, TX

Patricia Underwood, Anchorage, AK

Jim Wilkie, Long Beach, CA

Carolyn Wuest, Pensacola, FL

Debby Yerkes, Ohio Energy Project, OH

Wayne Yonkelowitz, Fayetteville, WV

NEED Mission StatementThe mission of the NEED Project is to promote an energy conscious and educated society by

creating effective networks of students, educators, business, government and community leaders

to design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board Vision StatementIn support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing

and promoting standards-based energy curriculum and training.


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2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029 Exploring Wind Energy Teacher PAGE 3

Correlations to National Science Standards................. 4-6

Teacher Guide ........................................................... 7-12

Grading Rubrics ............................................................. 13

Turbine Assembly Instructions......................................... 14

Transparency Masters ......................15, 16, 18, 19, 20, 21Energy Measurements and Flow Explanations ................. 17

Wind Vane & Benchmark Blade Templates ...................... 22

Genecon Activities ......................................................... 23

Building An Electric Generator ........................................ 24

Alternative Blade Design Instructions......................... 25-29

Wind Survey ................................................................... 30

Evaluation Form ............................................................. 31

TABLE OF CONTENTS

EXPLORING WIND ENERGY was developed by the NEED Project

in cooperation with the KidWind Project

with funding from the American Wind Energy Association.

EXPLORING WIND KIT: $500Materials In Kit1 KidWind Turbine5 KidWind Turbine motor assemblies1 KidWind Geared motor assembly100 KidWind Turbine dowels12 KidWind Turbine hubs12 alligator connectors1 Genecon with guide1 wind gauge6 multimeters1 fan40 pencils

200 cone cups80 long straws40 straight pins75 foam cups2 plastic cups1 food coloring1 compass1 PVC cutter2 duct tapeTeacher Guide & Class Set of Student Guides

Not In KitPVC pipe and connectionsgluehole punchscissorsmarkers100 pennies for masshot waterwatch with second handmeter stickmaterials for generator demoposterboard (1 per student)*

*other materials, such ascardboard, corrugated plastic,or foam board can be used.


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PAGE 4 Exploring Wind Energy Teacher 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029

APPLICABLE NATIONAL SCIENCE EDUCATION CONTENT STANDARDS(Bolded standards are emphasized in the unit.)

INTERMEDIATE STANDARDA: SCIENCE AS INQUIRY

1. Abilities Necessary to do Scientific Inquiry

a. Identify questions that can be answered through scientific inquiry

b. Design and conduct a scientific investigation

c. Use appropriate tools and techniques to gather, analyze, and interpret data

d. Develop descriptions, explanations, predictions, and models using evidence

e. Think critically and logically to make the relationships between evidence and explanations

f. Recognize and analyze alternative explanations and predictions

g. Communicate scientific procedures and explanations

2. Understandings about Scientific Inquiry

a. Different kinds of questions require different kinds of scientific investigations, including observing and describing,collecting, experimentation, research, discovery, and making models.

b. Current knowledge and understanding guide scientific investigations.

e. Scientific explanations emphasize evidence, have logical arguments, and use scientific principles, models, andtheories.

3. Change, Constancy, and Measurement

a. Although most things are in the process of change, some properties of objects and processes are characterized byconstancy; for example, the speed of light, the charge of an electron, and the total mass plus energy of the universe.

b. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matterin systems, and by extension in the universe, remains the same.

c. Changes can occur in the properties of materials, position of objects, motion, and form and function of systems.Interactions within and among systems result in change. Changes in systems can be quantified and measured.Mathematics is essential for accurately measuring change.

d. Different systems of measurement are used for different purposes. An important part of measurement is knowingwhen to use which system.

INTERMEDIATE STANDARDB: PHYSICAL SCIENCE

3. Transfer of Energy

a. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound,nuclei, and the nature of a chemical.

b. Energy is transferred in many ways.

e. Electrical circuits provide a means of transferring electrical energy.

f. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion,or electricity might all be involved in such transfers.

g. The sun is the major source of energy for changes on the earths surface. The sun loses energy by emitting light. A

tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The suns energy arrives aslight with a range of wavelengths.

INTERMEDIATE STANDARDE: SCIENCE AND TECHNOLOGY

2. Understandings about Science and Technology

a. Scientific inquiry and technological design have similarities and differences. Scientists propose explanations aboutthe natural world, and engineers propose solutions relating to human problems, needs, and aspirations.

c. Technological solutions are temporary and have side effects. Technologies cost, carry risks, and have benefits.

f. Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency,and appearance. Risk is part of living in a highly technological world. Reducing risk often results in new technology.


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g. Technological designs have constraints. Some constraints are unavoidable, such as properties of materials, oeffects of weather and friction. Other constraints limit choices in design, such as environmental protectionhuman safety, and aesthetics.

INTERMEDIATE STANDARDF: SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

1. Personal Health

b. Natural environments may contain substances that are harmful to human beings. Maintaining environmental healthinvolves establishing or monitoring quality standards related to use of soil, water, and air.

3. Natural Hazardsb. Human activities can induce hazards through resource acquisition, urban growth, land-use decisions, and wastedisposal.

c. Hazards can present personal and societal challenges because misidentifying the change or incorrectly estimatingthe rate and scale of change may result in either too little attention and significant human costs or too much cost founneeded preventive measures.

4. Risks and Benefits

a. Risk analysis considers the type of hazard and estimates the number of people that might be exposed and thenumber likely to suffer consequences.

b. Students should understand the risks associated with natural hazards, chemical hazards, biological hazards

social hazards, and personal hazards.

c. Students can use a systematic approach to thinking critically about risks and benefits.

d. Important personal and social decisions are made based on perceptions of benefits and risks.

5. Science and Technology in Society

a. Science influences society through its knowledge and world view. The effect of science on society is neither entirelybeneficial nor entirely detrimental.

b. Societal challenges often inspire questions for scientific research, and societal priorities often influence researchpriorities.

c. Technology influences society through its products and processes. Technological changes are often accompaniedby social, political, and economic changes that can be beneficial or detrimental to individuals and to society.Social needs, attitudes, and values influence the direction of technological development.

d. Science and technology have contributed enormously to economic growth and productivity among societies andgroups within societies.

e. Science cannot answer all questions and technology cannot solve all human problems or meet all human needsStudents should appreciate what science and technology can reasonably contribute to society and what they cannotdo. For example, new technologies often will decrease some risks and increase others.

INTERMEDIATE STANDARDG: HISTORY AND NATURE OF SCIENCE

3. History of Science

c. Tracing the history of science can show how difficult it was for scientific innovators to break through the acceptedideas of their time to reach conclusions that we take for granted today.

SECONDARY (GRADES 9-12) CONTENT STANDARDA: SCIENCE AS INQUIRY

1. Abilities Necessary to do Scientific Inquirya. Identify questions and concepts that guide scientific investigation.

b. Design and conduct scientific investigations.

c. Use technology and mathematics to improve investigations and communications.

d. Formulate and revise scientific explanations and models using logic and evidence.

e. Recognize and analyze alternative explanations and models.

f. Communicate and defend a scientific argument.


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SECONDARYB: PHYSICAL SCIENCE

1. Structure of Atoms

a. Matter is made of minute particles called atoms, which are composed of even smaller components. These componentshave measurable properties, such as mass and electrical charge.

b. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force betweenthe nucleus and electrons holds the atom together.

c. The atoms nucleus is composed of protons and neutrons, which are much more massive than electrons. When anelement has atoms that differ in the number of neutrons, these atoms are called isotopes of the element.

4. Motions and Forces

c. The electrical force is a universal force that exists between two charged objects.

SECONDARY STANDARDD: EARTH AND SPACE SCIENCE

1. Energy in the Earth System

a. Earth systems have internal and external sources of energy, both of which create heat. The sun is the majorexternal source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and thegravitational energy from the earths original formation.

c. Heating of earths surface and atmosphere by the sun drives convection within the atmosphere and oceans,producing winds and ocean currents.

d. Global climate is determined by energy transfer from the sun at and near the earths surface.

SECONDARY STANDARDE: SCIENCE AND TECHNOLOGY

1. Abilities of Technological Design

a. Identify a problem or design an opportunity.

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

e. Communicate the problem, process, and solution.

SECONDARY STANDARDF: SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES3. Natural Resources

a. Human populations use resources in the environment to maintain and improve their existence.

b. The earth does not have infinite resources; increasing human consumption places severe stress on the naturalprocesses that renew some resources, and depletes those resources that cannot be renewed.

5. Natural and Human-induced Hazards

d. Natural and human-induced hazards present the need for humans to assess potential danger and risk. Manychanges in the environment designed by humans bring benefits to society, as well as cause risks. Students shouldunderstand the costs and trade-offs of various hazardsranging from those with minor risk to a few people to majorcatastrophes with major risk to many people.

6. Science and Technology in Local, National, and Global Challenges

a. Science and technology can indicate what can happen, not what should happen. The latter involves human decisionsabout the use of knowledge.

b. Understanding basic concepts and principles of science and technology should precede active debate about theeconomics, policies, politics, and ethics of various science and technology related challenges. However, understandingscience alone will not resolve local, national, and global challenges.

c. Individuals and society must decide on proposals involving new research and the introduction of new technologiesinto society.


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Teacher Guide

BACKGROUND

Exploring Wind Energy is a kit-based unit with teacher and student guides containing comprehensivebackground information on wind energy and electricity generation, graphic organizers, hands-on activities,inquiry-based activities focused on wind turbine blade design. A wind history time line activity, cooperativelearning wind farm siting activity requiring additional research, wind logic puzzle, play, and rock performanceson wind and electricity are included. The kit contains most of the materials to conduct the hands-on and inquirybased activities. One complete KidWind Turbine is included, as well as motors and wiring for five additiona

turbines. To conduct the blade design activities with small groups, additional PVC pipe, connections, and othematerials must be purchased.

INTRODUCTION TO ENERGY AND WIND

MATERIALS: 1 turbine, 1 fan, 3 dowels, duct tape, 1 hub, 1 set of three benchmark blades

Preparation1. Thoroughly read the Teacher and Student Guides and decide how you are going to implement the uni

in your classroom.

2. Assemble the KidWind Turbine and become familiar with the operation of all the equipment.

3. Using the Benchmark Blade Template on page 22, make three blades out of posterboard and attach todowels with duct tape. Insert the blades into the hub and attach the hub to the turbine.

4. Obtain the additional materials needed for the hands-on activities.

5. Make transparencies of the Sources of Energy, Forms of Energy, Energy Flow, Electricity FlowWind Gauge, and Multimetertransparency masters on pages 1521.

6. Assign students to groups and topics if you plan to have them conduct the Wind Farm Siting Activityand/or complete a Culminating Project.

7. Make copies of the templates on page 22 and the Wind Survey on page 30 and other copies asnecessary if you dont want students writing in the Student Guides. Additional class sets of StudenGuides can be obtained from the NEED Project for $50 per set of 30 by calling 1-800-875-5029.

8. It is suggested that students use science journals during the unit.Introducing the Unit

1. Have the students take the Wind Survey on page 30 as a pre-test.

2. Introduce the unit by demonstrating the basic operation of the wind turbine and leading a discussionabout why it is important to study wind as an energy source.

3. Have the students read the following sections of the backgrounder in their Student Guides and use theSources of Energy, Forms of Energy, Energy Flow, and Electricity Flow transparencies to reinforceand expand on the information:

What Is Energy? Potential and Kinetic Energy

Conservation of Energy Energy Efficiency

Sources of Energy Electricity

4. Revisit the discussion of why it is important to study wind as an energy source in light of the additionainformation the students have learned.

5. Review the Student Guide with the students and explain how the activities will be completed.

6. Give the students their assignments for the Siting a Wind Farm Activity and Culminating Project.

7. Assign the students to read the remainder of the backgrounder, completing the Wind OrganizerandWind Time Line on pages 17-18 of the Student Guide. Remind the students to add relevant informationto theirRole Group Organizeron page 32 of the Student Guide as they read the backgrounder. If thestudents have been assigned culminating projects, remind them to note relevant information.


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SITING A WIND FARM ACTIVITY

1. Divide the students into ten groups. Assign each group to one of ten specific roles, as listed below.

Government Agency RepresentativeBLM

Developer

Investor

Site Planner

Farmer/Rancher

Consumer/NeighborEnvironmentalist

Economist

Utility Company Representative

Member of County Commission

2. Explain the activity to the students. Have the students read the description of the activity and reviewthe list of questions for all of the role groups on pages 30-31 of the Student Guide. Discuss.

3. Guide the students to the Role Group Organizeron page 32 of the Student Guide, and explain thatthe questions will guide their reading and research. Explain that they will be involved in completing theorganizer individually over several days as they participate in the other wind-related activities. They willmeet in groups to organize and present the information they have gathered to the class at the end ofthe unit.

4. Instruct the students to use the background material, as well as outside research, to answer the keyquestions as completely as possible. Guide them to the list of wind websites (page 33 of StudentGuide) where they can go to find additional information.

5. After the other activities have been completed, have the students meet in their role groups to discusstheir findings. Instruct the students to add to their organizers any additional information provided bygroup members.

6. After the students have met in the role groups and completed their discussions, have each groupdevelop a presentation to be made to the community meeting. Each group must choose a spokespersonto represent it at the meeting to make the presentation.

7. Give the groups a timeframe in which to complete their presentations.

8. Conduct the community meeting and have the students vote on whether or not to support thedevelopment of the wind farm project.

TEACHER DEMONSTRATIONCONVECTION CURRENTS IN WATER

MATERIALS: 2 plastic cups, food coloring, cold water, very hot water

1. Place 50 ml of very hot water in one of the plastic cups.

2. Fill the other cup with cold water and place inside the first cup. Allow the water time to still.

3. Place a drop of food coloring gently on top of the cold water and observe. The warming water from thebottom of the cup should rise and the cold water descend, forming a convection current that is visible

as the food coloring flows with the water. Explain how the water molecules on the bottom of the cupbecome less dense as they warm and flow upward as the colder, denser water flows to the bottom.

OPTIONAL TEACHER DEMONSTRATIONCONVECTION CURRENTS IN AIR

MATERIALS: Gas Convection Apparatus and Touch Paper can be obtained from Sargent Welch ontheir websitewww.SargentWelch.com: Item # CP77590-00 ($41.10) & Item # WL1728 ($10.80)

This gas convection apparatus with touch paper shows the formation of convection currents in air and is agood visual demonstration of how wind currents are formed. Instructions are included with the apparatus.


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WIND SPEED EXPLORATION (PG 19 IN STUDENT GUIDE)

MATERIALS (FOR EACH STUDENT OR GROUP): 1 pencil, 5 cone cups, 2 long straws, straight pinglue*, hole punch*, scissors*, marker*, watch with second hand*, and 1 wind gauge for the class

Preparation1. Decide if this will be an individual or small group activity and plan accordingly.

2. Assemble the materials not provided in the kitmarked with an asterisk.

3. Make a transparency of the instructions for the Wind Gauge if you have not done so.

Conducting the Activities1. Review with the students the instructions for the activity on page 19 of the Student Guide.

2. Use the transparency to explain how to use the wind gauge.

3. Provide each student or group with the materials they need and give them a timeframe in which tocomplete the activity. Explain that the students will need to share the wind gauge.

4. Discuss the conclusion questions.

5. Discuss the possibility of siting a wind turbine on the grounds of the school based on students data

CALCULATING WIND POWER (PG 20 IN STUDENT GUIDE)

MATERIALS: 1 fan, 1 wind gauge, 1 turbine with benchmark blades, meter stick*

Conducting the Activities1. Review with the students the activity on page 20 of the Student Guide.

2. Conduct the inquiry as a demonstration, providing the students with the measurements, or have agroup of students conduct the activity and report the measurements to the class.

3. Have the students complete the calculations and discuss the results and conclusion questions.

WIND DIRECTION EXPLORATION (PG 21 IN STUDENT GUIDE)

MATERIALS (FOR EACH STUDENT OR GROUP): 1 pencil, 1 straight pin, 1 foam cup, 1 piece ocardboard*, 1 template*, 1 marker*, and 1 compass for the class

Preparation1. Decide if this will be an individual or small group activity and plan accordingly.

2. Assemble the materials not provided in the kitmarked with an asterisk.

3. Make copies of the wind vane template on page 22 of the Teacher Guide for each student or group.

Conducting the Activities1. Review with the students the instructions for the activity on page 21 of the Student Guide.

2. Provide each student or group with the materials they need and give them a timeframe in which tocomplete the activity. Explain that the students will need to share the compass.

3. Discuss the conclusion questions.

TURBINE BLADE DESIGN INQUIRY ACTIVITIES ON PAGES 22-28 OF THE STUDENT GUIDE

MATERIALS FOR INTRODUCTION: 1 turbine with benchmark blades

MATERIALS FOR EACH OF SIX GROUPS: 1 hub, 6 dowels, 1 multimeter, 1 fan* (one provided in kit),duct tape, posterboard*, pennies*, KidWind Turbine (one provided in kit)

Background InformationThe inquiry-based turbine blade design activities encourage students to explore all aspects of blade design.Through a series of design, test, and redesign activities, students consider many variables, including bladematerial, number of blades, shape, size, mass and mass distribution, and pitch. (A more structured approachto blade design is also included in this guidepages 2529.)


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One complete KidWind turbine assembly is included in the kit, along with five motor assemblies with wiringand a PVC pipe cutter to build five additional turbines. To conduct the blade inquiry activities as written, fiveadditional fans and PVC pipe and joints must be obtained from a hardware store at a cost of $150$200. Eachturbine assembly requires five feet of 1-inch PVC pipe, 4 90-degree elbow joints, 2 T-joints, and 1 cross-joint.Instructions for building the turbines are on page 14 of this guide.

Preparation1. Decide how you want to conduct the activities in your classroom and formulate a timeline.

2. Gather the materials not provided in the kitmarked with an asterisk. Assemble the additional turbines.

3. Make a transparency of the Multimeter on page 21 if you have not done so.

Day 1Introduction to Blade Inquiry Activities1. Demonstrate the KidWind Turbine with the fan and multimeter.

2. Explain the components of the turbine and how to use the multimeter using the transparency.

3. Have several students explore the turbine output at various distances from the fan and at different fanspeeds, as measured by the multimeter.

4. Explain the goals of the unit by reviewing pages 2228 in the Student Guide.

Initial Assignment1. Assign all individual students or your assigned groups of students to design blades for Day 2 testing.

2. The blades may be of any material, any size, any shape, and any number up to five.3. Explain that the students will attach their blades to their dowels with duct tape on Day 2.

Day 2Blade Testing: Designing Turbine Blades 1 & 1-2 (pg 22-23 in Student Guide)1. Set up six stations, each with one turbine, one multimeter, 2 hubs, and one fan. Place the turbines at

the same distance from the fans and set the fans on the same speed. Place duct tape in a centrallocation.

2. Have all groups use the benckmark blades on their turbines in turn to obtain benchmark outputs.

3. Provide each student or group with dowels and have them attach their blades to dowels with tape.

4. Allow all students time to test their blades.

5. Allow the students 5-10 minutes to make adjustments to their blades, then have them test them again

on the same turbine.

Day 2Assignment : Designing Turbine Blades 2 (pg 24 in Student Guide)1. Assign students to redesign their blades to increase output.

Day 3Testing Redesigned Blades1. Using same set up as on Day 2 with the students using the same turbines, have the students test their

redesigned blades and record the output.

2. Discuss the variables that the students think are optimal at this point.

Day 3Controlled Variables Inquiry: Designing Turbine Blades 3 (pg 25 in Student Guide)1. Assign the students to six groups.

2. Explain the processthat each group will independently design blades of the same material(posterboard) to determine:

Groups 1 & 2: Optimal shape

Groups 3 & 4: Optimal length

Groups 5 & 6: Optimal number of blades

3. Allow the groups time to brainstorm and design their blades.

4. Have the groups test their designs using a controlled distance from fan and fan speed.

5. Have all groups with the same variable brainstorm and agree on their optimal design component.


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Day 4Combining Design Components: Designing Turbine Blades 4 (pg 26 in Student Guide)1. Have the students form new groups of three, composed of one individual from each variable group to

combine their optimal components into group designs using posterboard.

2. Allow the groups time to design and test their designs. Explain that the design with the highest outpuwill be used by all groups in the next phase of inquiry.

3. Compare the output of all of the groups and determine the optimum design for the next phase oinquiry.

Day 5Pitch, Mass, and Distribution of Mass: Designing Turbine Blades 5 (pg 27 in Student Guide1. Place students into six groups and explain the processeach group will use the optimum number oblades of the same material (posterboard), shape, and size to determine:

Groups 1, 2, & 3: Optimal pitch of the blades

Groups 4, 5, & 6: Optimal amount of mass and its distribution on the blades (pennies & tape)

2. Allow time for each group to independently design, test, redesign, and retest their blades until theyhave reached what they consider to be optimal designs with their respective components. Distancefrom the fan and fan speed remain constant as before.

Day 6Testing and Redesigning: Designing Turbine Blades 6 (pg 28 in Student Guide)1. Regroup the students into six groups with representatives of both variable groups. Have each group

combine their information on pitch and mass to develop optimal blades, then test, redesign, and retes

until they have reached what they consider to be optimal designs with all variables. Distance from thefan and fan speed may be varied during this phase of inquiry.

Day 7Competition & Adding Gears: The Effect of Adding A Gearbox (pg 29 in Student Guide)1. Have each group test its optimal design, recording output at different fan speeds and at differen

distances from the fan. The group with the highest output wins the competition.

2. Have the groups compare results and determine the difference between the highest and lowest output

3. Add the gear box to one of the turbines to demonstrate how a relatively small difference in output isimportant when gears are added that multiply output.

4. Discuss ways to redesign the blades to produce more output. What do the students believe was themost limiting factor in the activities?

5. Conduct the Genecon Activities on page 23 to demonstrate the relationship between generatorsand motors.

6. Optional: Build one generator as a demonstration or have student groups build generators followingthe instructions in Building An Electric Generatoron page 24 to reinforce concepts ofelectromagnetism. Additional materials are necessary as listed.

Alternative Structured Blade InquiryFor a more structured inquiry approach to blade design, you can use the procedures on pages 2529 insteadof Designing Turbine Blades 16 in the Student Guide.

HARRY SPOTTER PLAY AND ROCK PERFORMANCESMaterialsOne copy of the script of the play or rock performance for each participant (pg 3438 in the Student Guide) andsimple costumes and props, if desired. (See www.awea.orgfor more information on wind myths.)

Procedure1. Assign parts of the play or one of the rock performances to each of the students.

2. Allow students time to rehearse parts and plan props.

3. Have the students perform the play and rock performances for younger students.


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WIND LOGIC PUZZLE

Have the students complete the Wind Logic Puzzle on page 39 of the Student Guide. Answer Key is below.

CULMINATING PROJECTWIND EXPO OR POWERPOINT PRESENTATIONS

If you would like students to complete culminating group projects, such as Wind Expo presentations orPowerPoint presentations, you can use the suggested topics listed below for these projects.

History of Wind EnergyThe U.S. Energy Mix TodayWhere Wind Fits in the Mix

Types of Winds and How They are Formed

How Electricity is GeneratedElectromagnetism

Wind Turbines Today and Their Requirements

Factors in Siting a Wind Farm

The Advantages and Disadvantages of Wind Electricity

The Future of Wind in the U.S. and Globally

EVALUATION

1. Use the Inquiry and Presentation Rubrics on page 13 to evaluate student performance.

2. Have the students take the Wind Survey on page 30 as a post-unit evaluation.

3. Evaluate the unit with the students using the Evaluation Form on page 31 and return to NEED.

Wind Survey Answer Key1. c 2. a 3. b 4. a 5. b 6. a 7. b 8. d 9. d 10. a


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GRADING RUBRICCULMINATING PROJECT

4

3

2

1

Grade Content Organization Originality Workload

Project covers the topicin-depth with many details

and examples.Subject knowledge is

excellent.

Project includesessential information

about the topic. Subjectknowledge is good.

Project includesessential informationabout the topic, butthere are 1-2 factual

errors.

Project includesminimal information or

there are severalfactual errors.

Content is very wellorganized and presented

in a logical sequence.

Content is logicallyorganized.

Content is logicallyorganized with a fewconfusing sections.

There is no clearorganizationalstructure, just a

compilation of facts.

The workload is dividedand shared fairly equallyby all group members,but workloads may vary.

Project shows someoriginal thought. Workshows new ideas and

insights.

Project shows muchoriginal thought. Ideas are

creative and inventive.

The workload is dividedand shared equally by allmembers of the group.

Project provides essentialinformation, but there islittle evidence of original

thinking.

Project provides someessential information,

but no original thought.

The workload is notdivided, or several

members are not doingfair share of the work.

The workload is divided,but one person in thegroup is viewed as notdoing fair share of the

work.

GRADING RUBRICBLADE INQUIRY

4

3

2

1

Grade Scientific Concepts Diagrams Procedures Conclusions

Written explanationsillustrate accurate and

thorough understandingof scientific concepts

underlying inquiry.

Written explanationsillustrate an accurate

understanding of mostscientific conceptsunderlying inquiry.

Written explanationsillustrate a limitedunderstanding of

scientific conceptsunderlying inquiry.

Written explanationsillustrate an inaccurate

understanding ofscientific concepts.

Comprehensive diagramsare accurately and neatly

labeled and make thedesigns easier to under-

stand.

Necessary diagrams areaccurately and neatly

labeled.

Necessary diagramsare labeled.

Necessary diagrams orimportant components

of diagrams aremissing.

Conclusions describethe information learnedand a possible applica-tion to a real life applica-

tion.

Procedures are listed in alogical order, but steps

are not numbered or arenot in complete

sentences.

Procedures are listed inclear steps. Each step isnumbered and is writtenas a complete sentence.

Conclusions describeinformation and skills

learned, as well as somefuture applications to real

life situations.

Procedures are listed butare not in a logical order

or are difficult tounderstand.

Procedures do notaccurately reflect thesteps of the design

process.

Conclusions describethe information learned.

Conclusions aremissing or inaccurate.


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ENERGY MEASUREMENTS

1 cal = Caloriea measure of heat energythe amount of heat energy needed to raise the temperature of one gramof water by one degree Celsius.

1 cal = 4.187 joules

1 Btu = British thermal unita measure of heat energythe amount of heat energy needed to raise the temperature oone pound of water by one degree Fahrenheit. One Btu is approximately the amount of energy released by theburning of one wooden kitchen match.

1 Btu = 1,054 joules

1 Btu = 252 calories

1 Q = Quad1 quadrillion Btu. Quads are used to measure very large quantities of energy. The U.S. uses one quad oenergy about every 3.7 days.

1 therm = 100,000 Btu; approximately the amount of heat energy in one CCF of natural gas.

1 kWh = Kilowatt-hourone kilowatt of electricity over one hour. One kilowatt-hour of electricity is the amount of energyit takes to burn a 100 watt light bulb for 10 hours. The average cost of one kilowatt-hour of electricity for residentiacustomers in the U.S. is about nine cents.

1 kWh = 3.6 million joules (3.6 Mj).

1 kWh = 3,412 Btu

1 CF = Cubic foota measure of volumeone CF of natural gas contains about 1,020 Btu.

1 CCF = One hundred cubic feetone CCF of natural gas contains about one therm of heat energy.

1 MCF = One thousand cubic feetone MCF of natural gas costs $5$10.

ENERGY FLOW DIAGRAM EXPLANATION

The left side of the diagram shows energy production (supply) figures for 2004 in the U.S. by source and imports:

The top four on the listcoal, natural gas, crude oil, and NGPLare fossil fuels that provided 56.02 quads of energy.

Uranium (nuclear) produced 8.23 quads of energy.

Renewables (solar, wind, hydropower, geothermal, and biomass) produced 6.1 quads of energy.

The bottom two show importsmostly crude oil and petroleum products that produced 27.68 quads of energy, while alother imported energy produced 5.33 quads of energy.

The adjustment figure is a balancing figure so that both sides of the graph are equal and includes uncounted inputs.

The diagram shows that most of 2004 U.S. energy supply came from fossil fuels and that the U.S. imported 31.68% of itstotal energy supply.

The right side of the diagram shows energy consumption figures by energy source and sector of the economy:

The U.S. exported 4.43 quads of energy in 2004.

The residential sector (homes) consumed 21.18 quads of energy or 21.24% of total energy consumption.

The commercial sector (businesses) consumed 17.52 quads of energy or 17.57% of total energy consumption.

The industrial sector (manufacturing) consumed 33.25 quads of energy or 33.34% of total energy consumption.

The transportation sector (vehicles) consumed 27.79 quads of energy or 27.86% of total energy consumption.

ELECTRICITY FLOW DIAGRAM EXPLANATION

The left side of the diagram shows energy sources used to generate electricity in 2004 in the U.S.:

Coal produces 50 percent of electricity in the U.S., followed by uranium and natural gas. Renewables are used togenerate a little over 10 percent of U.S. electricity.

The right side of the diagram shows electricity consumption figures by sector of the economy:

Notice that only 12.68 Q of electricity (31 percent of total generation) are actually used by consumersthe other 69percent is lost during conversion and distributionor used by the power plant in operation.


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GENECON ACTIVITIES

Teacher DemonstrationGenerator and MotorActivity used with permission from Adventures with the GENECON Hand Operated Generator, by Gary W. Nahrstedt.

Objectives: To understand that a generator converts kinetic energy into electrical energy.To understand that a motor converts electrical energy into kinetic energy.

Materials: Genecon with output cord, 1 bulb (3.8V, .3A) in socket with leads, Dry cell battery (any 1.5 volt AAAAA, or D), KidWind turbine, fan

Procedure:Part One

1. Plug the output cord into the back of the Genecon. Connect the leads of the Genecon to one of the miniatubulb sockets using leads provided in the kit.

2. Slowly turn the rotary handle of the Genecon with increasing force until the bulb lights. What do you noticabout the bulb? How is it affected by the turning speed of the handle?

3. Rotate the handle in the opposite direction. What do you notice?(Caution: excessively rotating the handlemay burn out the bulb or strip the gears damaging the unit.)

Part Two

1. Replace the light bulb with a dry cell battery, with the two alligator clips making contact with the opposiends of the battery. Now what happens?

Part Three

1. Attach the alligator clips from the KidWind turbine to the leads of the Genecon.

2. Face the turbine blades into the fan and watch the Genecon as the turbine blades spin. What happens the Genecon? Change the speed of the fan faster and slower. What do you notice?

Background Informationhow the Genecon worksIn the first part of the demonstration, the Genecon acts as a generator. A generator is a device that converts kinetenergy into electrical energy. When the handle is turned, the bulb lights. You should notice that the bulb becomebrighter as the handle is turned more rapidly. In general, the brighter the bulb, the more voltage the Genecon producing. The bulb will light when the handle turns in either direction, although the polarity is reversed (See Activ17 in the Genecon Guide).

In the second part of the demonstration, the Genecon acts as a motora device that converts electrical energy inkinetic energy. The battery converts chemical energy into electrical energy to turn the handle (kinetic energy).

In the third part of the demonstration, the Genecon again acts as a motor. Electrical energy from the wall outlepowers the fan (kinetic energy). The wind (kinetic energy) is captured by the turbine blades and they spin (kinetenergy). The spinning motion generates electrical energy that flows through the leads from the turbine to thGenecon. This electrical energy provides the power to turn the handle (kinetic energy). Notice the speed of thturning handle corresponds to the speed of the power sourcethe spinning blades. A motor and a generator aessentially the same devicethe direction of the electrical flow determines what the device is called. Motor: elec

trical energy in, kinetic energy out. Generator: kinetic energy in, electrical energy out.

Assessment Questions:1. Lighting the bulb demonstrates a series of energy conversions. Describe as many as you can.

2. Write a paragraph describing how a motor works.


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BUILDING AN ELECTRIC GENERATOR

Optional Teacher Demonstration or Student ActivityObjectives: To understand how electricity is generated.

To demonstrate that magnets spinning in a coil of wire generate electricity.

Materials: 1 liter plastic soda bottle, ruler, scissors, marker, hole punch, hexagonal pencil, electrical tape,2226 gauge enameled magnet wire, fine sandpaper, wheat bulb, 4 strong rectangular ceramicmagnets, 1 wood file, cardboard

Procedure:1. Measure 4 from base of bottle, cut this section away from top with scissors. Discard top piece.

2. Measure 1 from top of bottle base and mark spot with a permanent marker dot. Find the matching locationprecisely on the other side of the bottle base and mark with a dot.

3. Use a hole punch to punch out the two dots. Insert pencil through plastic bottle and test how freely it spins.Use the hole punch to expand the edges of the holes so the pencil spins freely.

4. Leave a 6 end of the wire loose, and tape the wire at the 6 mark to the side of the bottle.

5. Wind the wire approximately 200 times around the bottle, about 100 turns above and 100 turns below thepencil, keeping the wire tight and closely spaced.

6. After winding, tape the wire to the bottle, leaving 6 of the end of the wire loose. Cut off any excess wire withscissors.

7. Use fine sandpaper to remove the enamel coating from the each end of the wire. Twist one end of the wireto one wire lead on the wheat bulb. Repeat with the other end of the wire and other wheat bulb lead. Tapesecurely to hold wires in place.

8. Mark the center of the pencil and use the wood file to make 1 wide indentations, approximately 1/16 deep,on either side of the pencil into which the magnets will fit.

9. Insert one set of magnets at a time (N to S) over and under the pencil in the indentations, as shown on theright in the diagram. When you have placed the first pair, fold small pieces of cardboard to act as spacersto keep the magnets the same distance apart at both ends. Do the same thing to the second set ofmagnets, then tape both the ends and sides of both sets of magnets together to keep the magnets aligned.

10. Spin the pencil back and forth as fast as possible to light the wheat bulb.

Background Informationhow the generator worksA magnetic field can produce electricity. In fact, magnetism and electricity are really two inseparable aspects of onephenomenon called electromagnetism. Every time there is a change in a magnetic field, an electric field is produced.Every time there is a change in an electric field, a magnetic field is produced. We can use this relationship toproduce electricity. Some metals, like copper, have electrons that are loosely held. They can be pushed from theirshells by moving magnets. If a coil of copper wire is moved in a magnetic field, or if magnets are moved around acoil of copper wire, electrons in the wire move, and a current is generated in the wire.

Assessment1. Did you observe electricity generated in this experiment? Why or why not? Explain how you KNOW elec-

tricity was generated. What evidence did you observe?

2. Write a paragraph explaining the process of generating electricity.


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1. EXPLORING BLADE LENGTH

Purpose: To determine the optimum blade length that will effectively convert kinetic energy in wind t

electricity.

Question: How does the blade length of a wind turbine affect electrical output?

Hypothesis: Make a hypothesis to address the question using the following format: If (manipulated variable

then (responding variable) because

Manipulated Variable (independent, or the one variable that changes): Blade length

Responding Variable (dependent, or the variable you measure): Electrical output

Controlled Variables (variables that are kept the same):

Materials: Three sets of turbine blades (short, medium, and long), poster board, scissors, dowels, tape

turbine, multimeter, and fan.

Procedure:

1. Cut out small turbine blades and attach to dowels.

2. Attach dowels to hub at 90 angle.

3. Attach hub to turbine.

4. Record the electrical output of the blades using a multimeter.

5. Repeat the procedure for the medium and long blades.

Data Table:

Blade Length Electrical Output

Short

Medium

Long

Benchmark: The blades with the highest electrical output become the benchmark blades you use for furthe

investigations.

Graph Data: The manipulated variable is written on the X axis (horizontal) and the responding variable written on the Y axis (vertical).

Conclusion: Use results from your table to support your reasoning and explain which blade length yo

choose to use and why.

Alternative Blade Design Instructions


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2. EXPLORING BLADE PITCH

Purpose: To determine the optimum blade pitch (angle) that will effectively convert kinetic energy in wind

to electricity.

Question: How does the blades pitch affect the turbines electrical output?

Hypothesis: Make a hypothesis to address the question using the following format: If (manipulated variable)then (responding variable) because

Manipulated Variable (independent, or the one variable that changes): Blade pitch



Materials: Benchmark blades, protractor, turbine, multimeter, and fan

Procedure:

1. Use the turbine blades from Exploration #1 that had the best electrical output at 90.

2. Change the angle at least three times to optimize the energy output.3. Record the electrical output of each angle your choose.

Data Table:

Blades Pitch Electrical Output

Benchmark 90O

Trial 1

Trial 2

Trial 3

Graph data: The manipulated variable is written on the X axis (horizontal) and the responding variable is

written on the Y axis (vertical).

Conclusion: Use results from your data table support your reasoning and explain which blade pitch you

choose and why.



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3. EXPLORING MASS & DISTRIBUTION OF MASS

Purposes: To determine if adding mass to the blades affects their output.

To determine the optimum distribution of mass that will effectively convert kinetic energy in win

to electricity.

Questions: How does adding mass to the blades affect the tubines electrical output?

How does the distribution of mass on the blade affect the turbines electrical output?

Hypotheses: If (manipulated variable)... then (responding variable) because

Manipulated Variables (independent, or the one variable that changes): Amount & distribution of mass



Materials: Benchmark blades, paperclips, metric ruler, turbine, tape, multimeter, and fan.

Procedure:1. Use the turbine blades from Exploration #1 and the pitch that had the optimum electrical outpu

2. Tape one paperclip near the base of each blade, an equal distance from the center of the hu

test, and record the output. If adding mass increases the output, add more paperclips one at

time until you determine optimal mass.

3. Distribute the paperclips on the blades at different distances from the hub until you determin

the optimal distribution of mass.

Data Tables:

Mass Electrical Output Distance from Hub Electrical Output

0

Graph data: The manipulated variable is written on the X axis (horizontal) and the responding variable


Conclusion: Use results from your data table to support your reasoning and explain which amount of mas

and which distribution of mass you choose and why.



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4. EXPLORING BLADE MATERIALS

Purpose: Using your knowledge of length, pitch, and distribution of mass investigate the optimum mate-

rial for blade construction.

Question: How do different blade materials affect the turbines electrical output?

Hypothesis: If... then because

Manipulated Variable (independent, or the one variable that changes):

Responding Variable (dependent, or the variable you measure):


Materials: Dowels, tape, multimeter, fan, turbine, miscellaneous blade materials (cardboard, posterboard,

plastic, balsa wood, Styrofoam cups, heavyweight foil, metal pie tins, paper plates, hangers

and cloth, for example)

Procedure:

1. Create your own turbine blades using any material you choose.

2. Test blades and record results.3. Choose at least one other blade material and create blades.

4. Test blades and record results.

Data Table:

Blade Material Electrical Output

Benchmark

Graph data: The manipulated variable is written on the X axis (horizontal) and the responding variable is


Conclusion: Use results from your data table to support your reasoning explaining which material you would

use to construct blades and why. Compare your results to your benchmark blades.



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5. DESIGNING OPTIMUM BLADES

Problem: The engineers of the Fast Wind Turbine Company want help to optimize their turbine blades fo

higher energy output. They are accepting bids from companies to design blades that mor

effectively convert kinetic energy than their current Benchmark Blade design.

Explore: Using data from your previous investigations and data from other groups, explore ideas for th

best blade design.

Make a Plan: Sketch your design, list the materials you will need, and detail the steps you will take to mak

the blades. Construct your blades.

Data: Test and record the electrical output from your new blades. Compare your data to the benc

mark blades in Exploration #1 and your blades in Exploration #4.

Data Table:

Blades Electrical Output

Benchmark Blades

#4 Blades

Your Blades

Analysis: How did the output of your blades compare to the output of the benchmark blades and the #

blades? Explain why your blade design is better or worse than the comparison blades.

New Plan: Using your data from the data table above draw and describe specific changes you will make t

your blade to increase its electrical output and why you will make these changes.

Redesign: Using your changes, alter the design of your blades, test, and record your data.

Data Table:

Blades Electrical Output

Benchmark Blades

#4 Blades

1st Design

2nd Design

Analysis: How did the outcome of your re-design compare to the output of the benchmark blades, the #

blades, and your first design? Explain your results.

Report: Write a report to the Fast Wind Turbine Company detailing your optimum blade design. Us

data to explain why the company should or should not go with your design.



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1. The energy of moving molecules, electrons, and substances is called

a. potential b. mechanical c. kinetic d. electrical

2. Renewable energy sources provide what percentage of total U.S. energy consumption?

a. 1% b. 5-10% c. 10-20% d. 20-30%

3. The energy in wind comes from

a. ocean currents b. solar radiation c. jet stream d. climate change

4. The direction of a wind blowing from Chicago toward Washington, DC is called a

a. northwest wind b. southeast wind c. northeast wind d. south wind

5. Wind is measured by the

a. Doppler Scale b. Beaufort Scale c. Richter Scale d. Coriolis Scale

6. An instrument that measures wind speed is a

a. anemometer b. wind vane c. multimeter d. aerometer

7. A device that uses electromagnetism to produce electricity is called a

a. motor b. generator c. electrometer d. turbine

8. A wind turbine converts

a. potential energy to electrical energyb. kinetic energy to potential energy

c. chemical energy to kinetic energy

d. kinetic energy to electrical energy

9. A good place to site a wind turbine could be

a. mountain top

b. sea coast

c. narrow valley

d. all of the above

10. Wind energy produces how much of total electricity generation in the U.S. today?

a. 1% b. 5% c. 10% d. 25%

WIND SURVEY


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EXPLORING WIND ENERGY

Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________

1. Did you conduct all of the activities? Yes No

2. Were the instructions clear and easy to follow? Yes No

3. Did the activities meet your academic objectives? Yes No

4. Were the activities age appropriate? Yes No

5. Were the allotted times sufficient to conduct the activities? Yes No

6. Were the materials easy to use? Yes No

7. Was the preparation required acceptable for the activities? Yes No

8. Were the students interested and motivated? Yes No

9. Was the energy knowledge content age appropriate? Yes No

10. Would you use the activities again? Yes No

How would you rate the activities overall (excellent, good, fair, poor)?

How would your students rate the activities overall (excellent, good, fair, poor)?

What would make the activities more useful to you?

Other Comments:

Please fax or mail to:

NEED Project

PO Box 10101

Manassas, VA 20108

FAX: 1-800-847-1820


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American Association of Blacks in Energy

American Electric Power

American Electric Power Foundation

American Petroleum Institute

American Public Power Association

American Solar Energy Society

American Wind Energy Association

Aramco Services Company

Armstrong Energy CorporationAssociation of Desk & Derrick Clubs

AWAKE

BJ Services Company

BP Foundation

BP

BP Alaska

BP Solar

Bureau of Land ManagementU.S. Department of the Interior

C&E Operators

Cape and Islands Self Reliance

Cape Cod Cooperative Extension

Cape Light CompactMassachusettsCenter for the Advancement of ProcessTechnologyCollege of the MainlandTX

Chesapeake Public SchoolsVA

Chevron

Chevron Energy Solutions

Citizens Gas

ComEd

ConEd Solutions

Council of Great Lakes GovernorsRegional Biomass Partnership

Cypress-Fairbanks Independent SchoolDistrictTX

D&R International

Dart Foundation

David Sorenson

Desk and Derrick of Roswell, NM

Devon Energy

Dominion

Duke Energy Kentucky

Duke Energy Indiana

Duke Energy North Carolina

Duke Energy South Carolina

East Kentucky Power

Energy Information AdministrationU.S. Department of Energy

Energy Training Solutions

Energy and Mineral Law Foundation

Equitable Resources

Escambia County School DistrictFL

FPL Energy EncounterFL

First Roswell Company

Florida Department of EnvironmentalProtection

FMC Technologies

Foundation for Environmental Education

Fuel Cell Store

NEED National Sponsors and PartnersGuam Energy Office

Halliburton Foundation

Hydril

Hydropower Research Foundation

Illinois Clean Energy Community Foundation

Illinois Department of Commerce andEconomic Opportunity

Independent Petroleum Association ofAmerica

Independent Petroleum Association of NM

Indiana Community Action Association

Indiana Office of Energy and DefenseDevelopment

Indianapolis Power and Light

Interstate Renewable Energy Council

Iowa Energy Center

Kentucky Clean Fuels Coalition

Kentucky Office of Energy Policy

Kentucky Oil and Gas Association

Kentucky Propane Education & ResearchCouncil

Kentucky River Properties LLC

Kentucky Soybean BoardKentucky State Fair

Keyspan

KidWind

Llano Land and Exploration

Long Island Power AuthorityNY

Maine Energy Education Project

Maine Public Service Company

Marathon Oil Company

Marianas Islands Energy Office

Massachusetts Division of Energy Resources

Michigan Energy Office

Michigan Oil and Gas Producers Education

FoundationMinerals Management ServiceU.S. Department of the Interior

Mississippi Development AuthorityEnergy Division

Nabors Alaska

Narragansett ElectricA National Grid Company

New Jersey Department of EnvironmentalProtection

NASA Educator Resource CenterWV

National Alternative Fuels Training CenterWest Virginia University

National Association of State Energy Officials

National Association of State Universities andLand Grant Colleges

National Biodiesel Board

National Fuel

National Hydrogen Association

National Hydropower Association

National Ocean Industries Association

New Jersey Department of EnvironmentalProtection

New York Power Authority

Nebraska Public Power District

New Mexico Oil Corporation

New Mexico Landmans Association

New York State Energy Research andDevelopment Authority

Noble Energy

Nuclear Energy Institute

Offshore Energy Center/Ocean Star/OECSociety

Offshore Technology Conference

Ohio Energy Project

Oil & Gas Rental Services

Pacific Gas and Electric Company

Petroleum Equipment Suppliers Associatio

Poudre School DistrictCO

Puerto Rico Energy Affairs Administration

RSA Engineering

Renewable Fuels Association

Roanoke Gas

Robert Gorham

Roswell Desk and Derrick Club

Roswell Geological Society

Rhode Island State Energy Office

Saudi Aramco

Schlumberger

SchoolDude.com

Sentech, Inc.

Shell Exploration and Production

Snohomish County Public Utility DistrictWA

Society of Petroleum Engineers

Southwest Gas

Spring Branch Independent School DistrictT

Tennessee Department of Economic andCommunity Development

Texas Education Service CenterRegion III

Toyota

TransOptions, Inc.

University of NevadaLas Vegas

United Illuminating Company

Urban OptionsMI

U.S. Environmental Protection Agency

U.S. Department of AgricultureBiodiesel Education Program

U.S. Department of Energy

U.S. Department of EnergyHydrogen, Fuel Cells and Infrastructure

Technologies

U.S. Fuel Cell Council

Vectren Energy Delivery

Virgin Islands Energy Office

Virginia Department of Mines, Minerals andEnergy

Virginia Department of Education

Virginia General Assembly

Wake County Public SchoolsNC

Western Kentucky Science Alliance

exploring wind energy - teacher

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