Anemometer Project
Name ________________
Class __________
How can we tell the difference between a windy day and a really windy day? We
measure the speed of the wind. Wind over land is sometimes measured in kilometers
(or miles) per hour. How do we measure wind speed? We use a special instrument
called an anemometer. Wind speeds are usually measured using a cup anemometer. A
cup anemometer has a vertical pole with three cups that capture the wind. The
number of times the cups spin around per minute is counted. This type of
anemometer is commonly seen on weather stations and is often used in our weather
reports on the news.
Your challenge is to build an anemometer that you can measure the speed of the
wind coming from a fan. Here is a picture of one type:
The anemometer in this activity measures wind as
revolutions per 10 sec., or how many times in 10
seconds a given cup completes a full circle from
where it started. However, wind speed in kilometers
per hour or other units can also be calculated using
these anemometers.
Procedure:
1. Build your anemometer. Use classroom materials and/or any you want to bring
from home.
2. Test your anemometer. Make sure it spins smoothly and easily.
3. Calibrate your anemometer. This is the most difficult part. You must make
many test measurements and create a data table to use for your graph. You will
use the Kestrel Weather Tool to measure how fast the wind is blowing at a spot
in front of the fan and then count how many spins your anemometer turns in
10 seconds at that same spot.
4. Make a data table with your number of spins in 10 seconds and the wind speed
at that spot in front of the fan. Then make a line graph with your data.
5. When your graph is done you can simple count the number of spins in 10
seconds, look at your graph, and you can tell the wind speed.
Standard
Beginning
Approaching
Meeting
Exceeding
Learning
Behaviors:
Active Learning
and Effort
Rarely worked
independently to
create an
anemometer or
gave little effort in
preparing for the
presentation.
Partially worked
independently to create
an anemometer or gave
partial effort in preparing
for the presentation.
Worked
independently to
create an
anemometer. Gave
consistent effort in
preparing for the
presentation.
Worked
independently to
create an
anemometer. Gave
tremendous effort in
preparing for the
presentation.
Science and
Engineering
Practices:
Obtaining and
Communicating
Information
Incompletely
communicates
challenges,
solutions and
recommendations.
Data and or
graphs are missing
or are hardly used
to share the
dependability of
the design.
Partially communicates
challenges, solutions
and
recommendations. Data
and or graphs could
have been better used to
share the dependability
of the design.
Clearly
communicates
challenges,
solutions and
recommendations.
Data and or graphs
are used to share
the dependability of
the design.
Clearly
communicates
challenges,
solutions and
recommendations.
Data and or graphs
are used to share
the dependability of
the design. This
presentation goes
above and beyond
the expectations.
Applying
Knowledge
About
Concepts:
Developing
Possible
Solutions
Anemometer
functions poorly or
not at all, and not
40% or better in
accuracy
compared to the
Kestrel.
Anemometer functions,
but is only accurate to
within 30-40% compared
to the Kestrel.
Anemometer is
durable and
functions
well. Accurate to
within 20%
compared to the
Kestrel.
Anemometer is
durable and
functions
well. Accurate to
within 10%
compared to the
Kestrel.