Wind Power for Maryland
STEM-Centric Unit
Author: Charlotte M. Trout
Background Information
Subject:
Identify the course the unit will be
implemented in.
Grade Band:
Identify the appropriate grade band for the
lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students
will learn in the lesson. It explains the unit’s
focus, connection to content, and real world
connection.
Background Information:
Identify information or resources that will help
teachers understand and facilitate the
challenge.
STEM Specialist Connection:
Describe how a STEM Specialist may be
used to enhance the learning experience.
STEM Specialist may be found at
http://www.thestemnet.com/
Enduring Understanding:
Identify discrete facts or skills to focus on
larger concepts, principles, or processes.
They are transferable - applicable to new
situations within or beyond the subject.
Physics
9-12
180-240 minutes
Students will explore conservation of energy and energy transformations as they relate to
wind power. They will first look at energy transformations and conservation in an oscillating
mass system. Then they will build a model turbine and compare it to commercial turbines.
In addition to the websites which the students will be exploring during the unit, teachers can use the
following websites for further information about wind turbines:
 http://www.depts.ttu.edu/officialpublications/courses/WE.php
 http://www.ocgi.okstate.edu/owpi/EducOutreach/Documents/AWEATeachersGuide.pdf
 http://windeis.anl.gov/guide/basics/
A STEM Specialist can enhance the learning experience by:
 Assisting students in developing wind turbines.
 Providing feedback on student turbines.
 Engaging students in hand-on learning experiences that allow them to gain a deeper
understanding of the physics behind commercial grade wind turbines.
 Models and prototypes are used in science and engineering to improve design.
 Energy is conserved in a closed system.
 During energy transformations, some portion of the energy is “lost” to heat energy
such that the transformation is never 100% efficient.
Page 1 of 16
Wind Power for Maryland
STEM-Centric Unit
Essential Questions:
Identify several open-ended questions to
provoke inquiry about the core ideas for the
lesson. They are grade-level appropriate
questions that prompt intellectual exploration
of a topic.
Student Outcomes:
Identify the transferable knowledge and skills
that students should understand and be able
to do when the lesson is completed.
Outcomes must align with but not limited to
Maryland State Curriculum and/or national
standards.
Product, Process, Action,
Performance, etc.:
Identify what students will produce to
demonstrate that they have met the
challenge, learned content, and
employed 21st century skills. Additionally,
identify the audience they will present
what they have produced to.
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


Background Information
What does it mean to conserve energy?
How is energy transferred?
What is the connection between energy, work and forces?
What does it mean to “produce or use” energy?
Students will be able to:
 Calculate the change in energy in the components of a system.
 Analyze a device in terms of energy efficiency.
 Apply the conservation of energy to the analysis of a mechanical system.
Students will design and construct a wind turbine and produce a
computational analysis of their model wind turbine. They will
compare their prototype / model to actual wind turbine efficiency
numbers. They will use their knowledge of the conservation of
energy to explain why 100% efficiency is not achievable.
Audience:
☒Peers
☒Experts / Practitioners
☒Teacher(s)
☐School Community
☐Online Community
☐Other______
Next Generation Science Standards:
HS-PS3 Energy
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a
system when the change in energy of the other component(s) and energy flows in and out of the
system are known.
Standards Addressed in the Unit:
Identify the Maryland State Curriculum
Standards addressed in the unit.
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form
of energy into another form of energy.*
Maryland Science Core Learning Goals:
5.1.5 The student will analyze systems with regard to conservation laws. (energy)
5.1.4 The student will analyze the behavior of forces (work and power)
5.3 The student will recognize and relate the laws of thermodynamics to practical applications.
Common Core Reading in Science and Technical Subjects:
Page 2 of 16
Wind Power for Maryland
STEM-Centric Unit
Background Information


RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in
the text.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information
when possible.
Common Core Writing in Science and Technical Subjects:


WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Equipment:
 Computers with Internet Access
 Wind turbine kits or materials for building a model wind turbine found at:
http://www.sciencebuddies.org/science-fair-projects/project_ideas/Aero_p040.shtml#summary
 Materials for completing optional conservation of energy labs (teacher discretion)
 Masses, springs and motion detector
 Calculators
Websites*:
Suggested Materials and
Resources:
Identify materials needed to complete the
unit. This includes but is not limited to
websites, equipment, PowerPoints, rubrics,
worksheets, and answer keys.







http://rredc.nrel.gov/wind/pubs/atlas/maps.html
http://www.governor.maryland.gov/wind.html
http://energy.gov/science-innovation/energy-sources/renewable-energy/wind
http://www.westminster.edu/acad/sim/pdf/SEnergyinSimpleHarmonicMotion.pdf
http://phet.colorado.edu/en/simulations/category/physics - Energy Skate Park the
Basics, Masses and Springs, the Ramp and The Pendulum
http://www.sciencebuddies.org/science-fair-projects/project_ideas/Aero_p040.shtml#summary
https://www1.eere.energy.gov/wind/wind_how.html (Two simulations to explore)
Throughout the lesson, there are links to online resources to enhance instruction. The sites have been chosen for their
content and grade-level appropriateness. Teachers should preview all websites before introducing the activities/links to
students and adhere to their school system’s policy for internet use
People, Facilities:
 Computer lab or computers with access to the internet
 Lab space for construction of the model wind turbine
Page 3 of 16
Wind Power for Maryland
STEM-Centric Unit


Background Information
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
Handout from
http://www.westminster.edu/acad/sim/pdf/SEnergyinSimpleHarmonicMotion.pdf

Materials for the model wind turbine can be found at:
http://www.sciencebuddies.org/science-fair-projects/project_ideas/Aero_p040.shtml#summary
Page 4 of 16
Wind Power for Maryland
STEM-Centric Unit
Lesson 1 of 2
Lesson Overview: In this lesson, students will examine energy transformations in a lab and using computer simulations.
They will calculate the energy in the system.
Duration: 90 – 120 minutes
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☒Engagement
☐Exploration
Details
Materials:
 Wind Energy Note Sheet
 Computers with internet access and the following websites:



☐Explanation
☐Extension
☐Evaluation
http://www.governor.maryland.gov/wind.html
http://rredc.nrel.gov/wind/pubs/atlas/maps.html
http://energy.gov/science-innovation/energy-sources/renewableenergy/wind
Preparation:
Make sure computers and internet are available and that the websites are loaded.
In addition, as needed, the instructor could prepare by reading the information
available on the following sites:


http://www.ocgi.okstate.edu/owpi/EducOutreach/Documents/AWEATeachersGuide
.pdf
http://windeis.anl.gov/guide/basics/
Science and
Engineering
Practices
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
interpreting data
☐Using mathematics
and computational
thinking
This unit focuses on the physics of wind turbine technology. However, this unit
presents an opportunity to collaborate with social studies teachers to examine
☐Constructing
debates and laws surrounding wind turbines in Maryland. Some websites that
explanations (for
discuss the issue are provided below.
science) and
 https://msde.blackboard.com/webapps/portal/frameset.jsp?tab_tab_g
designing solutions
roup_id=_298_1
Page 5 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details







http://www.windustry.org/windbasics?gclid=CPC4vIDTjrkCFaZaMgodTWoAUQ
http://sites.duke.edu/windenergy2012/comparison/
http://www.windpowerfacts.org/wind-energy-pros-and-cons/
http://news.heartland.org/newspaper-article/2013/06/10/marylandoffshore-wind-farm-threatens-bald-eagles
http://articles.baltimoresun.com/2013-01-28/features/bs-gr-garrettwind-project-20130128_1_wind-energy-project-backbone-mountainthird-land-based-wind
http://www.gereports.com/how-loud-is-a-wind-turbine/
http://maryland.sierraclub.org/action/p0133.asp
Science and
Engineering
Practices
(for engineering)
☐Engaging in argument
from evidence
☐Obtaining, evaluating,
and communicating
information
Facilitation of Learning Experience:
The instructor will ask about students experience with windmills or wind turbines.
Student answers may vary based on the location of the school.
After collecting a few student responses, invite students to conduct research about
wind energy. They can use the optional student note sheet to guide their research.
Suggested websites are above; however, students can use additional resources
as necessary.
Transition:
Inform the students that they will explore the law of conservation of energy and
energy transformations in a hands-on activity.
Page 6 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials:
 Springs
 masses
 motion detector
Preparation:
Have the lab materials available and a printout of the instructions as necessary. A
sample lab can be found at
http://www.westminster.edu/acad/sim/pdf/SEnergyinSimpleHarmonicMotion.pdf
Facilitation of Learning Experience:
Divide students into teams to perform the hands-on experiment. Provide the
students with written instructions as necessary and guidance as they perform the
activity. Make sure that all students are actively engaged and are recording data
and performing calculations. Spot-check the calculations for accuracy and help
those students who are struggling.
Transition:
Inform students that they will explain their observations and calculations in light of
the conservation of energy.
Science and
Engineering
Practices
☐Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☒Planning and carrying out
investigations
☒Analyzing and
interpreting data
☒Using mathematics and
computational thinking
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☐Obtaining, evaluating,
and communicating
information
☐Engagement
Materials:
 Student notes/ portfolios or lab notebooks from the previous activity
 Computers with internet connections
☐Asking questions (for
science) and defining
problems (for
Page 7 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☐Exploration
Details

Access to the PhET website: http://phet.colorado.edu/sims/mass-springlab/mass-spring-lab_en.html
☒Explanation
☐Extension
Preparation:
Make sure students have materials and that the computers are available and can
run the simulation
☐Evaluation
Science and
Engineering
Practices
engineering)
☒Developing and using
models
☐Planning and carrying
out investigations
Facilitation of Learning Experience:
☒Analyzing and
Students will explain their observations and calculations from the previous
interpreting data
experience in light of the law of conservation of energy. They will identify all
energy transformations that occurred in the activity. They will discuss energy
☐Using mathematics
converted to heat and its impact on the efficiency of any system. Students will be
and computational
directed to the simulation where they can view an energy graph of the motion of an
thinking
oscillating spring with friction turned on or off.
The instructor may want to lead a brief discussion to help students organize their
thoughts before they begin writing. In addition to discussing conservation of
energy, the instructor should remind students about the work-energy relationships
found in the spring motion.
Transition:
Inform students that in the next lesson they will apply their experiences to a model
wind turbine.
☒Constructing
explanations (for
science) and
designing solutions
(for engineering)
☒Engaging in argument
from evidence
☐Obtaining, evaluating,
and communicating
information
Page 8 of 16
Wind Power for Maryland
STEM-Centric Unit
Interventions/Enrichments
Identify interventions and enrichments for
diverse learners.
Supporting Information
Struggling Learners
 Instructors can create teams based upon ability, learning style, or other
appropriate criteria, so all students can contribute equally.
 Frequent meetings with each team to determine needs, answer questions,
and assess progress may help structure work time.
 Provide access to computers with word-processing programs for students
to type their notes.
 Provide resources to define and/or pronounce difficult vocabulary.
 Provide additional time for work.
 Provide appropriate help with calculations.
English Language Learners
 Strategies to help English Language Learners are similar to those listed
above.
 Provide resources to define and/or pronounce difficult vocabulary. A
native language dictionary may also be beneficial.
 Use visuals (pictures displayed on a document camera or PowerPoint
presentation), when appropriate.
 Read directions and documents aloud to students, when appropriate.
Gifted and Talented
 The instructor should foster independent thinking and collaboration among
the teams. No one student should take over the work for the entire team.
 Higher level thinking questions should be asked throughout the lesson
with the expectation of responses that are thoughtful and elaborate.
 Sample documents should be used at the instructors’ discretion.
Page 9 of 16
Wind Power for Maryland
STEM-Centric Unit
Lesson 2 of 2
Lesson Overview: Students will construct a model wind turbine and calculate the energy produced by the turbine.
Students will evaluate the structure and if time allows, make adjustments.
Duration: 90- 120 minutes
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
Details
Materials:

☒Exploration
☐Explanation
☐Extension
☐Evaluation


Wind turbine kits can be purchased from most science education suppliers.
For a turbine that can be built from materials found in most classrooms look
at: http://www.sciencebuddies.org/science-fairprojects/project_ideas/Aero_p040.shtml#summary
Balances
Lab reports http://www.ncsu.edu/labwrite/
Preparation:
Have the kits or required materials available.
* A STEM Specialist may be used in this section of the lesson to help with
student products.
Facilitation of Learning Experience:
Divide the class into teams. Distribute the instructions and materials.
Students can experiment with different weights and wing sizes to improve the
efficiency of their turbine. Monitor the teams as they work. Teams can use
http://www.ncsu.edu/labwrite/ to develop their lab reports. Make sure
students record data when their wind turbine begins to operate. Students will
determine the speed of the rotation of the wind turbine blades as well as the
rate at which the load is lifted. Mass of the wind turbine blades and the load
are important data points. If using the website above, make sure they
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☒Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☒Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
Page 10 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
carefully record changes to the wind turbine and the new results.
Science and Engineering
Practices
communicating information
Transition:
The students will write about their model turbine.
☐Engagement
☐Exploration
☒Explanation
☐Extension
☐Evaluation
Materials:
 Student results from the wind turbine construction
 Calculators or computers
 Model turbines
Preparation:
Make sure students have their observations from the previous activity
Facilitation of Learning Experience:
Students will use their data to calculate the performance of their turbine. In
addition to calculating the maximum load lifted, they should also calculate the
kinetic energy of the turning wind turbine blades and compare it to the
potential energy of the lifted load. They should determine an efficiency for
their machine. Each group should post their results next to their best turbine.
Transition:
Inform the students they will discuss the best turbine design in the class and
explain why they selected.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☒Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
Page 11 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☐Exploration
☐Explanation
☐Extension
☒Evaluation
Details
Materials:
Turbines with performance data
Preparation:
Make sure each group has posted its data.
*A STEM Specialist may be used in this section of the lesson to provide
feedback on student products.
Facilitation of Learning Experience:
Invite the class to “tour” the turbines and compare the results. Then lead a
discussion of the results. What worked best? Why? Were any turbines
100% efficient? Why or why not?
Have the students complete their activity by summarizing their findings from
the experiment including a description of energy transformations.
Transition:
Inform the students they will next look at descriptions of commercial wind
turbines and compare them to their models.
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 12 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials:
Computers with access to the websites:
 https://www1.eere.energy.gov/wind/wind_how.html (Two simulations
to explore)



http://rredc.nrel.gov/wind/pubs/atlas/maps.html
http://www.governor.maryland.gov/wind.html
http://energy.gov/science-innovation/energy-sources/renewable-energy/wind
Preparation:
Make sure the computers are available and that the simulations on the first
website operate on your system and browser.
Invite a STEM Specialist who is familiar with commercial turbines to join the
class. Prior to the class, inform the Specialist about the unit activities the
students have been involved in and share their turbine projects with the
specialist.
Facilitation of Learning Experience:
The STEM Specialist can engage students in learning experiences that
allows them to understand the physics behind commercial wind turbines. The
Specialist can draw connections to the wind turbines students developed in
class and commercial grade turbines.
Students will add a comparison to their experimental summaries.
Science and Engineering
Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
For homework, students can extend their knowledge by exploring the website
above to develop a deeper understanding of how commercial turbines work
and their efficiency. They should also revisit the websites they first looked at
and add to their summaries.
Page 13 of 16
Wind Power for Maryland
STEM-Centric Unit
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Science and Engineering
Practices
Transition:
Students will look at simulations of other systems and describe the
transformations of energy in those systems.
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Materials:
Computers with internet access
Preparation:
Make sure the computers are available and can run the simulations at
http://phet.colorado.edu/en/simulations/category/physics
Facilitation of Learning Experience:
Invite the students to look at three other PhET Simulations in terms of
conservation of energy and energy transformations – Energy Skate Park, the
Basics, the Ramp and the Pendulum. They should look at the simulations
with friction turned off and then turned on. After allowing sufficient time for
them to explore, lead a short discussion focused on their observations.
 What were the energy transformations in each simulation?
 Was energy conserved and how?
 How did friction affect the conservation of energy?
Have them write a short paragraph summarizing their observations and
discussing the implications for designing 100% efficient machines.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 14 of 16
Wind Power for Maryland
STEM-Centric Unit
Interventions/Enrichments
Identify interventions and enrichments for
diverse learners.
Supporting Information
Struggling Learners
 Instructors can create teams based upon ability, learning style, or other
appropriate criteria, so all students can contribute equally.
 Frequent meetings with each team to determine needs, answer questions,
and assess progress may help structure work time.
 Provide access to computers with word-processing programs for students
to type their notes.
 Provide resources to define and/or pronounce difficult vocabulary.
 Provide additional time for work.
 Provide appropriate help with calculations.
English Language Learners
 Strategies to help English Language Learners are similar to those listed
above.
 Provide resources to define and/or pronounce difficult vocabulary. A
native language dictionary may also be beneficial.
 Use visuals (pictures displayed on a document camera or PowerPoint
presentation), when appropriate.
 Read directions and documents aloud to students, when appropriate.
Gifted and Talented
 The instructor should foster independent thinking and collaboration among
the teams. No one student should take over the work for the entire team.
 Higher level thinking questions should be asked throughout the lesson
with the expectation of responses that are thoughtful and elaborate.
 Sample documents should be used at the instructors’ discretion.
Page 15 of 16
Wind Energy Note Sheet
Directions: Conduct research about wind energy and record information in the
appropriate categories.
Define Wind Energy
Explain how wind energy can be transformed
into mechanical or electrical energy
Describe how a wind turbine works
Interesting information about wind energy