Foundations for Offshore
Wind Turbines
Silvia Vital
San Benito Veterans
Memorial Academy
Dr. Giovanna
Biscontin
Zachry Department of
Civil Engineering
Dr. Charles
Aubeny
Zachry Department of
Civil Engineering
http://images.search.yahoo.com/search/image
Summary
Due to the increase
population density of
the world we must
find energy
diversifications.
Based on the rising
interest in offshore
wind energy, soil
systems must be
studied and
characterized in order
to find the strongest
foundation for
offshore wind
turbines.
Our Problem
Offshore wind turbines
are affected by the
lateral forces due to
sea waves, wind and
operation of the
turbine, which cause
vibrations in the
structure. These
vibrations cause the
soil at the bottom of
the ocean to weaken,
creating a angle
between vertical and
wind tower. If the
angle exceeds 5° the
wind turbine stops
producing energy
Texas A&M University, Department of Civil
Engineering
Experimental Setup
In our lab we are working with soil
characterization. Once clay was ready, data
was collected using the T-bar, Mini Shear
Vane, Basic DAQ software and Smart Motor
Interface computer software. With these
different methods of collecting data we
were able to improve our understanding of
soil mechanics in the ocean.
As shown in the graph as the T-bar
penetrates into the soil the deeper it
goes the more force it will take to
penetrate.
The result of the test show that the soil
has a maximum strength of 3.8 kPa. This
means the soil will fail as the pressure of
3.8 kPa
Texas A&M University, Department of Civil Engineering
Le
Core Element Bridged Into Classroom
Learning about how
lateral forces due to
sea waves, wind, and
operations of turbine
affect the soil
foundation of
turbines
Algebra
Connections
Construct wind
turbine, collect and
analyze data.
Students will write
a verbal
interpretation of
data, create a table
of values, create a
graph, and write an
equation of a line.
TEKS
ELPS
(5) Linear Functions. The student understands
that linear functions can be represented in
different ways and translates among their
various representation.
c1C: Use techniques to learn new vocabulary
(6) Linear Functions. The student understands
the meaning of slope and intercepts of the
graphs of linear functions and zeros of linear
functions and interprets and describes the
effects of changes in parameters of linear
functions in real-world and mathematical
situations.
c3E: Share in cooperative groups
c2C: Learn new language heard in classroom
interactions and instruction
http://www.tea.state.tx.us/
Keywords
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Engineering design process
Wind energy
Energy diversification
Renewable energy
Wind turbine
Monopile
Independent
Dependent
Rate of change
Data collection
Interpreting graphs
Line of best fit
Linear equations
http://images.search.yahoo.com/search/images;
Materials
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Power Point Presentation Dwight College of Engineering at
Texas A&M University
What is engineering video?
Video of wind turbine
Poster created during E3 Program
Pro Lab
Low G Accelerometer
TI-84 calculator
Electric fan
Pulley
Ruler
Poster board,
Markers
2 gallon bucket
Pottery soil
Smart Board for videos and PowerPoint presentations
Marbles
http://www.vernier.com/products/sensors/accelerometers/acc-bta/
http://www.ti.com/
http://images.search.yahoo.com/search/images/smartboard
Material for Construction of Wind Tower
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Skewers
Plastic straws
Glue sticks
Large paper clips
Push-pins
Ruler
Popsicle sticks
Rubber Bends
Tape
Brads
Pipe Cleaners
Foam to connect wind turbine with monopile
Sheets of plastic for monopile
Scissors
Material for blades: foam trays, plastic bottles, paper plates,
cardboard, cardstock paper, construction paper , newspaper,
plastic bags, etc.
http://images.search.yahoo.com/search/images/smartboard
Day 1- Room Preparation
• Write TEKS/ELPS Objectives on board
• Cooperative Learning: Groups of 4
• Place E3 Poster on front board to allow for easy
viewing by the students.
• Upload PowerPoint presentations and videos.
• Set up supplies needed at back table of the room.
Day 1-Engage
• Pre-Test will be taken at the beginning of school
year.
• Power Point Presentation Dwight Look College of
Engineering as Texas A&M University
• E3 Poster Foundation for Offshore Wind Turbines
• Homework assignment -Each group of student will
search on the web a different branch of civil
engineering.
Period:_____
Name:________________
Homework Assignment
Write a half page essay of the branch of civil engineering given to you by the teacher.
What type of work do this engineers do? What type of companies do they work for?
What type of money do they make? Name 4 universities where you can get a degree in
this branch of engineering. If possible add pictures or diagram to your essay. Be
prepare to share with class about your findings? Each group will present 2 minutes in
front of class.
Day 2-Explore
• Students will present homework assignment to class.
• What is engineering video?
http://www.teacherstryscience.org/lp/blowing-wind-wind-work
• Video of wind turbines
http://www.teacherstryscience.org/lp/blowing-wind-wind-work
• Worksheet: wind turbine plan and sketch
• Construct wind turbine
http://www.teacherstryscience.org/lp/blowing-wind-wind-work
Period:_____
Name:____________
Wind Turbine: Plan and Sketch
Draw a diagram of the plan for your wind turbine.
Be sure to include the following information:
• How many blades will you make?
• What type of foundation will you construct ?
• What shape and size will the blades be?
• What materials will you use?
List all materials you will use:
http://www.teacherstryscience.org/sites/default/files/uploads/lessonplan/resources/wind_turbine_plan_and_sketch.pdf
http://www.teacherstryscience.org/
Day 3 - Explain
• Test the wind turbine by blowing on them with a
fan and check the vibration as lateral force is
applied.
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Analyze data using the Lab Pro, Low G
Accelerometer, and TI-84 calculator.
• Explain to students how to interpret the data
collected using the Smart Board.
• Worksheet: wind turbine improve your design
Period: _____
Name:______________
Wind Turbine: Improve Your Design
How many degrees did your wind turbine slanted?
What parts of your design worked well?
What parts of your design did not work well?
How can you improve your first design? Be sure to be specific about what you
will change: your materials, where you attach the blades, the type of foundation, and the
number of the blades.
Test the new design.
Did your new design improve upon your first design? Explain
http://www.teacherstryscience.org/sites/default/files/uploads/lessonplan/resources/wind_turbine_improve_your_design.pdf
Experimental Setup
Experimental Setup
SinReg
Lab Pro
Day 4 - Elaborate
• Students will test the strength of their wind
turbine using a pulley.
• Students will interpret the data of their graph.
• Create table of values using the data(identify
dependent and independent variables).
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Create a graph from values(label x and y-axis).
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Use TI-84 calculator to find a linear regression.
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Find an equation of the line.
Experimental Setup
Pulley
Table
Window
Graph
LinReg
Poster Wind Turbines
Students will give a verbal
description of data
collected
Students will create a
table of values(define
dependent and
independent variables)
Students will graph the
data(name the x and yaxis
Students will write an
equation of a line
Day 5 - Evaluate
• Students will present and explain findings in front of
class.
• Compare and contrast the similarities of equations
and graphs.
• Students will take Post-Test
Post-Test Questions
Concluding Activity
Encourage students to view
science, math, and
engineering as possible areas
of interest that will help them
study new concepts, such as
foundations for offshore wind
turbines when they go to
college.
http://images.search.yahoo.com/search/image/stemseducation
Acknowledgements
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TAMU E3 Program Staff
National Science Foundation
Nuclear Power Institute
Texas A&M University
Texas A&M Engineering
Dr. Giovanna Biscontin
Dr. Charles Aubeny
Ryan Beemer
Madhuri Murali
Francisco J. Grajales
Michelle Bernhardt
Marissa Blakley
Thank You