Teacher: S. Mitson (D. Wyatt was involved in preliminary development stages)
E2.5 compare, on the basis of observation, the differences between series and parallel circuits
E2.6 use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit
E3.3 identify the components of a simple direct current (DC) electrical circuit (e.g., electrical source, electrical load, switch, fuse), and describe their functions
Learning Goal: To make a simple motor and wind turbine that will produce an electric current when exposed to wind.
-Make a wind turbine USED to capture wind energy and transfer to spin a generator
-Making a simple A.C. generator that produces an electric current
- Fitting and refitting components together
- Use and engineering design process to design, build, test, modify and rebuild and retest a technology (wind turbine and generator)
-Geometry: Blade angles: measurement using a protractor, determine angle based on number of blades
-Measuring length and width of structures and wires
-Graphing: Graphical representation of data, analysis (relationship between variables) - all graphing skills (scale, type, etc.)
- solving equations and relationships among variables
Success Criteria: How will you know if students are achieving the learning goal?
Assessment: Formative, Summative, Combination? Observation, Conversation, Product?
Background Knowledge/ Prior Learning:
Review circuits and current
Discuss clean energy alternatives
Discuss how a wind turbine works (see video suggestions in Pre-Lab handout)
Minds On: Think about ideas, brainstorm strategies, ask questions…
Have students, in small groups, co-construct characteristics of a successful wind turbine and share with the class. (See sample T-chart Activity for co-constructing criteria)
Combine criteria and, as a class, determine the 3 most important characteristics of a successful wind turbine.
Display the materials and suggest some possible uses for some of them.
Give an overview of the task (see Wind Turbine Lab handout).
Show a You-tube video to illustrate the task.
Encourage students to use their own ideas (see Pre-Lab handout)
Action: Solve problems, choose methods, strategies and concrete materials, develop perseverance…
Students will have a set amount of time to plan out a design.
They will then show the teacher the design along with their rationale
They will choose the materials based on their design criteria
They will build their design and solve design problems as they arise
They will test the design and make any alterations needed before they display it to the class.
Consolidate: Sharing of solutions (e.g., gallery walk), reflections, critiques…
At the end of the activity have each group present their design and demonstrate the working model to the class.
A class discussion ensues to evaluate and discuss the various designs with a question and answer period as to why they choose the materials and design that they did.