Marius Cucurny - Tom Hersh - Michele Parker
Catherine Ryan - Mark Voisinet
Program Framework and Collaboration
Sustainable Energy from High School
to Community College
What have y
you done?
This is an interactive presentation!
Goals
• Framework for a degree program in
Sustainable Energy
– High school prep
– General CC courses
– Specific CC courses local industry needs
• Establish HS to CC Collaboration (Career
P th
Pathways)
)
Framework - Background
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Evolution of “Energy”
Energy Programs at US CC
Driving Forces
Titl /N
Titles/Names
Curricula
“Energy” Career Pathways
Framework – Preliminary Issues
• COMMITMENT
COMMITMENT, SUPPORT,
SUPPORT
SUSTAINABILITY
• Job market analysis for A.A.S. degree (job
opportunities
pp
& certifications))
• Specialized
p
Energy
gy Program
g
• Identify
y all resources
• Know your strengths
Framework - Program Research
• Research existing Sustainable Energy
programs and identify trends
• Research P
P.E.T.E.
E T E for collaborative
information
• Research
R
h possible
ibl iindustry
d t certification(s)
tifi ti ( )
– Exam prep
– Course info
Framework – The HS
Component
• Sustainable Energy topics or course can
be instructed at HS that preps the student
for CC
• Technology content
• Non-technology
N t h l
content
t t
• AP/Articulated courses
Framework – CC General
Courses
• From research find common general courses
• Identify major themes – don’t reinvent
– Procure courses based on existing
sustainable energy programs (2 &4 year)
• Provide flexibility for articulation opportunities
• Offer introductory courses across disciplines
– Present faculty from all disciplines
– Present to student based
groups/organizations
Framework - Specific CC
Courses
• Must measure local needs of industry to
identify program core(s)
• Establish Core Courses
– Certificates
– Degrees
D
• Provide work experience courses
WHY TEACH WIND IN SCHOOL?
• Where will we g
get our
future workers from if we
don’t introduce the
students in our classes to
these careers?
• You have to teach the
Science Standards
anyway so why not use a
anyway,
curriculum that utilizes
real world applications?
APPLICABLE NATIONAL SCIENCE
EDUCATION CONTENT STANDARDS
National Standards: 5-8
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INT-A: 1.a. Identify questions that can be answered
through scientific inquiry.
INT-A: 1.b. Design and conduct a scientific
investigation
investigation.
INT-A: 1.c. Use appropriate tools and techniques to
gather, analyze, and interpret data.
INT-A: 1.d. Develop descriptions, explanations,
predictions, and models using evidence.
INT-A: 1.e. Think critically and logically to make the
relationship between evidence and explanations
explanations.
INT-A: 1.f. Recognize and analyze alternative
explanations and predictions.
INT-A: 1.g. Communicate scientific procedures and
explanations.
INT-A: 1.h. Use mathematics in all aspects of scientific
inquiry
inquiry.
INT-A: 2.a. Different kinds of questions require different
kinds of scientific investigations, including observing
and describing, collecting, experimentation, research,
discovery, and making models.
INT-B: 3.a. Energy can be transferred and matter can
be changed
changed.
INT-B: 3.b. Energy is transferred in many ways.
INT-B: 3.d. Light interacts with matter by transmission
(including refraction), absorption, or scattering
(including reflection).
INT-B: 3.e. Electrical circuits provide a means of
transferring electrical energy
energy.
INT-E: 1.a. Identify appropriate problems for
technological design.
INT-E: 1.b. Design a solution or product.
INT-E: 1.c. Implement a proposed design.
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INT-E: 1.d. Evaluate completed technological designs or
products.
INT-E: 1.e. Communicate the process of technological
design.
g
INT-E: 2.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.
INT-E: 2.g. Technological designs have constraints.
S
Some
constraints
t i t are unavoidable,
id bl such
h as properties
ti off
materials or effects of weather and friction. Other
constraints limit choices in design, such as
environmental protection, human safety, and aesthetics.
INT-F: 4.b. Students should understand the risks
associated with natural hazards, chemical hazards,
biological hazards,
hazards social hazards,
hazards and personal
hazards.
INT-F: 4.c. Students can use a systematic approach to
thinking critically about risks and benefits.
INT-F: 4.d. Important personal and social decisions are
made based on perceptions of benefits and risks.
INT-F: 5.c.
5 c Technology influences society through its
products and processes. Technological changes are
often accompanied by 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.
INT-G: 3.c. Tracing the history of science can show how
difficult it was for scientific innovators to break through
the accepted ideas of their time to reach conclusions
that we take for granted today.
APPLICABLE NATIONAL SCIENCE
EDUCATION CONTENT STANDARDS
National Standards 9-12
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SEC-A: 1.a. Identify questions and
concepts that guide scientific
investigation.
es ga o
SEC-A: 1.b. Design and conduct
scientific investigations.
SEC-A: 1.c. Use technology and
mathematics to improve investigations
and communications.
communications
SEC-A: 1.d. Formulate and revise
scientific explanations and models using
logic and evidence.
SEC-A: 1.e. Recognize
g
and analyze
y
alternative explanations and models.
SEC-A: 1.f. Communicate and defend a
scientific argument.
SEC-A: 2.d. Mathematics is essential in
scientific inquiry
inquiry.
SEC-D: 1.a. Earth systems have internal
and external sources of energy, both of
which create heat. The sun is the major
external source of energy. Two primary
sources off internal
i t
l energy are the
th decay
d
of radioactive isotopes and the
gravitational energy from the earth’s
original formation.
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SEC-D: 1.c. Heating of earth’s surface
and atmosphere by the sun drives
convection within the atmosphere and
oceans, producing
d i winds
i d and
d ocean
currents.
SEC-D: 1.g. Global climate is determined
by energy transfer from the sun at and
near the earth’s surface.
SEC-E: 1.a. Identify a problem or design
an opportunity.
SEC-E: 1.b. Propose designs and
choose between alternative solutions.
SEC E 1.c.
SEC-E:
1 IImplement
l
t a proposed
d
solution.
SEC-E: 1.d. Evaluate the solution and its
consequences.
SEC-E:
SEC
E: 1.e. Communicate the problem,
process, and solution.
SEC-F: 6.c. Individuals and society must
decide on proposals involving new
research and the introduction of new
technologies into society.
society
AVAILABLE WIND CURRICULUM
FROM
KIDWIND.ORG
PowerPoint Presentations
Math Problems
Kidwind Wind PowerPoints
http://www.kidwind.org/lessons/PPoint.html
Kidwind Wind Energy
gy Math Calculations
http://www.kidwind.org/lessons/LESSON_index.html
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Basic Workshop Slide Show
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Wind Energy for Students
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Wind Turbine Blade Design
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Wind Energy 101
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ENORMOUS Wind Show
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Wind Turbine Technology
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Intro to Energy Concepts
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Motors and Generators
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Energy in the Wind
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Wind Farm Visualization
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Cape Wind Basics
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Swept Area
http://www.kidwind.org/PDFs/SUPPORT_Math_Swe
pt%20Area.pdf
Understanding Coefficient of Power and Betz Limit
http://www.kidwind.org/PDFs/SUPPORT_Math_Coeff
icient%20of%20Power.pdf
Tip Speed Ratio
http://www.kidwind.org/PDFs/SUPPORT_Math_Tip%
20Speed%20Ratio.pdf
W dP
Word
Problems
bl
http://www.kidwind.org/PDFs/SUPPORT_Math_Word
Problems.pdf
Estimating the Height of a Wind Turbine Using
Triangles
http://www.kidwind.org/PDFs/SUPPORT_Math_Trian
l H i ht df
gleHeight.pdf
Gear Ratios
http://www.kidwind.org/PDFs/SUPPORT_Math_Gear
%20Ratios.pdf
Helpful Units and Conversions
http://www.kidwind.org/PDFs/SUPPORT Math Units
http://www.kidwind.org/PDFs/SUPPORT_Math_Units
.pdf
Answer Key
http://www.kidwind.org/PDFs/SUPPORT_Math_Ans
wer%20Key.pdf
AVAILABLE LAB ACTIVITIES FROM
KIDWIND.ORG
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Kidwind Adaptable Learning Turbine Construction
http://www.kidwind.org/PDFs/CONSTRUCTION_ALTurb
inev1.pdf
Kidwind Basic PVC Wind Turbine
http://www kidwind org/PDFs/CONSTRUCTION basicpv
http://www.kidwind.org/PDFs/CONSTRUCTION_basicpv
cturbinefinalv3.pdf
Kidwind Geared PVC Wind Turbine
http://www.kidwind.org/PDFs/CONSTRUCTION_PVCge
aredturbineV3.pdf
Kidwind WindLab Jr. Wind Turbine
http://www.kidwind.org/PDFs/CONSTRUCTION_windlab
v7.pdf
Kidwind Economy-Geared Wind Turbine
http://www.kidwind.org/PDFs/CONSTRUCTION_econo
mygearedv4.pdf
Kidwind WeightLifter
g
Wind Turbine
http://www.kidwind.org/PDFs/CONSTRUCTION_weightli
fterinstv3.pdf
Kidwind ReNewable Canada Savonius Kit
http://www.kidwind.org/PDFs/CONSTRUCTION_canada
vertical.pdf
Kidwind Advanced 3 Phase Wind Turbine Kit from Wind
Stuff Now
http://www.kidwind.org/PDFs/CONSTRUCTION_savoni
usmodification.pdf
Kidwind Energy Notions
http://www.kidwind.org/PDFs/LESSON_energynotions.p
df
Kidwind See the Wind!
http://www.kidwind.org/PDFs/LESSON_seethewind.pdf
Kidwind Scale Models & Wind Turbines
http://www.kidwind.org/PDFs/LESSON_scalemodels.pdf
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Kidwind Wind Turbine Blade Design
http://www.kidwind.org/PDFs/LESSON_bladedesign.pdf
Kidwind Siting a Wind Farm
http://www.kidwind.org/PDFs/LESSON_WindFarmSiting.pdf
Kidwind Siting a Wind Farm Supporting Documents
http://www.kidwind.org/PDFs/LESSON_sitingsupport.pdf
Kidwind Wind Power Curves
http://www.kidwind.org/PDFs/LESSON_windpowercurves.p
df
Kidwind How to Collect and Analyze Local Wind Data
http://www.kidwind.org/PDFs/LESSON_localwinddata.pdf
Kidwind Collecting Local Wind Data Supporting Document
InSpeed
http://www.kidwind.org/PDFs/LESSON_excelinspeedkwhq
mar.xls
Kid i d Mini
Kidwind
Mi i Wind
Wi d Farm
F
Activity
A ti it
http://www.kidwind.org/PDFs/SUPPORT_PVC%20wind%20
farmv2.pdf
Kidwind Wind Energy Myths
http://www.kidwind.org/PDFs/SUPPORT_10WindEnergyMy
ths.pdf
Kidwind Using Mini-Supercapacitor to Store Energy
http://www.kidwind.org/PDFs/SUPPORT_Supercapacitors.p
df
Kidwind Fuel Cell and Windpower
http://www.kidwind.org/PDFs/SUPPORT_Fuelcellsv2.pdf
Kidwind Measuring Power Output with Multimeter
http://www.kidwind.org/PDFs/SUPPORT_PowerOutput1page.pdf
National Energy Education Development Project
(
(NEED)
)
http://need.org/curriculum.php#WINDEC
Grades 7-12 Wind Curriculum
Student guide:
http://need.org/needpdf/ExploringWindStudent.p
df
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Wind Information Organizer
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Wind History Time Line
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Wind Speed Exploration
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Calculating Wind Power
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Wind Direction Exploration
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Designing Turbine Blades
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The Effect of Adding a Gearbox
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Siting a Wind Farm Roles and Key
Questions
Teacher guide:
http://need.org/needpdf/ExploringWindTeacher.p
df
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Grades 4-6 Wind Curriculum
Student guide:
http://need.org/needpdf/EnergyFromTheWin
dStudent.pdf
The Energy to Move
Observing the Wind
Absorbing Solar Energy
Wind Information Organizer
Convection Currents
How Wind is Formed
Capturing the Wind
Wind Can Do Work
Make a Wind Indicator
The Beaufort Scale
Measuring Wind Direction
All About Electricity
Observing a Genecon
Observing a Kidwind Turbine
Wind History Timeline
T
Teacher
h guide:
id
http://need.org/needpdf/EnergyFromTheWindTe
acher.pdf
OTHER WEB BASED CURRICULUM
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GE Wind Energy—Just 4 Kids & Teachers
Wind Energy Activities and Worksheets
http://www.gepower.com/businesses/ge_wind
_energy/en/kids_teachers/index.htm
Make a Wind Sock and Weathervane
Make a Pinwheel
Make a Wind Serpent
Help Each Child Find the Way to the WindFest
Color the Animals Wind Worksheet
Connect the Dots Wind Turbine
Circle the Things Using the Wind
Which Two Wind Turbines are Exactly Alike?
Help the Wind Turbines Find a Good Home
Help the Power of Nature Get to Your Home!
How Many Words Can You Make?
Unscramble the Parts of the Wind Turbine
True or False Wind Worksheet
Find the Hidden Words
Take and Electric Inventory of Your Home
Observing the Effects of the Wind with the
Beaufort Wind Scale
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U.S. Department of Energy
Energy Efficiency and Renewable Energy
Wind Power Lab Activities
http://www.eere.energy.gov/education/lessonplans/
pdfs/wind power pdf
pdfs/wind_power.pdf
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Danish Wind Industry Association
Guided Tour on Wind Energy
http://www.windpower.org/en/core.htm
Wi d With Mill
Wind
Miller Si
Simulator
l t
http://www.windpower.org/en/kids/index.htm
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National Energy Education Development Project
NEED Career Currents Brochure—Wind Careers
http://www.eia.doe.gov/kids/classactivities/Careerur
rents_wind.pdf
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YouTube Wind Videos
Vestas Wind Video
http://www.youtube.com/watch?v=YZheVnHPuIk
Wind Turbine Constructions
http://www.youtube.com/watch?v=PyehD1j0kUU
Other topics
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Solar Energy
Biofuels
Fossil Fuels (oil
(oil, gas
gas, coal)
Fuel Cells/Hydrogen
Energy Conservation
• Other Ideas?
HS to CC Collaboration
• Open Collaboration is the key
• Career Pathways
– Administration
Ad i i t ti relationships
l ti
hi
– Faculty to Faculty relationships
– Grants
G
Career Pathways
• Establish relationship with administrator(s)
for buy in to work with other administrators
(in house and out)
– Identify the right administrator at CC to work
with
– Make them part of the team
– Let them take pride in the successes with you
– It is the administrators job to work with other
administrators (CC president
president, Dean of AAS
AAS,
Principals, and Supervisors)
Career Pathways
• Secure grant funding
• Share funding with participating HS
• Establish
E t bli h F
Faculty
lt tto F
Faculty
lt relationships
l ti
hi
with the HS (& Career Training Centers)
and
d CC
Career Pathways
• The Niagara Pathways methods:
– Coordinate HS Continuing Education hours (training)
– Curriculum sharing between HS instructors
– Networking Meetings (how does everyone accomplish)
– HS skills to instruct for College Prep (math, tech, skills)
– Tours
To rs – industry
ind str and other HS labs
– Long range planning
– Staying cutting edge
– Articulation agreements
– Shared statistics
– Regional competitions
Summary
• Deliverables
– S
Sustainable
t i bl E
Energy P
Program F
Framework
k ffor
High School to Community College
– Collaboration
C ll b ti methods
th d b
between
t
Hi
High
hS
School
h l
& Community College