1. STEM through a WIND TURBINE
Drs. Abha Singh; Robert Mann; James Olsen; Laverne Logan; Kim Hartweg
Western Illinois University
ICTM/ISTA
Friday, October 7, 2016
2:00 p.m. to 3:00 p.m. (Rm: 200)

2. Purpose
Describes how a WIND TURBINE curriculum utilizes STEM concepts for K-12 students.

3. Questions this presentation will address
1.What is a STEM Concept (NRC,2012)?
2.What wind turbine phenomena are used for this curriculum?
3.How do the wind turbine phenomena’s address STEM based practices (NGSS,2013)?
4.What are the STEM connections?

4. What is a STEM Concept?
S: Science T: Technology E: Engineering M: Mathematics According to A Framework for K-12 Science Education (National Research Council, 2012) STEM concept has been defined in the following terms -

5. What is a STEM Concept?
In the K–12 context, “science” is generally taken to mean the traditional natural sciences: physics, chemistry, biology, and (more recently) earth, space, and environmental sciences .

6. What is a STEM Concept?
Broadly, the term “technology” includes all types of human-made systems and processes. Technologies result when engineers apply their understanding of the natural world and of human behavior to design ways to satisfy human needs and wants

7. What is a STEM Concept?
The term “engineering” in a very broad sense means any engagement in a systematic practice of design to achieve solutions to particular human problems.

8. What is a STEM Concept?
Science is a quantitative discipline, so it is important for educators to ensure that students’ science learning coheres well with their learning in mathematics. To achieve this alignment, the NGSS development team worked with the CCSSM writing team. The Science Education connections to Mathematical Practice: Reason abstractly and quantitatively; model with mathematics; use appropriate tools strategically. Providing evidence for science through analyzing and interpreting data using mathematical computational thinking is the Mathematics in STEM.

9. What wind turbine phenomena are used for this curriculum?
Steps:
Progression within Disciplinary Core Idea from the Next Generation Science Standards
Progression with Science and Engineering Practices
Identifying Performance Expectations
4. Development of Storyline

10. What wind turbine phenomena are used for this curriculum
What wind turbine phenomena are used for this curriculum? Standard/Disciplinary Core Ideas Addressed
Standard Addressed:
Natural Resources
and
Earth and Human Activity
K-2
3-5
6-8
9-12
ESS3.A 
K-ESS3-1  
DCI
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do
Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not.
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes.
Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits.

11. What wind turbine phenomena are used for this curriculum?
Performance Expectations: Students who demonstrate understanding can: (K-2) K-ESS3-3: Communicate solutions that will reduce the impact of humans on land, water, air and/or other living things in the local environment.

12. What wind turbine phenomena used for this curriculum?
(3-5) 4- ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. 6-8) MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

13. What wind turbine phenomena are used for this curriculum?
(9-12) HS- ESS3-4: Evaluate or refine a technological solutions that reduces impacts of human activities on natural systems.

14. What wind turbine phenomena are used for this curriculum?
Main Question:
How are communities impacted by renewable energy produced by wind turbines?

15. What wind turbine phenomena are used for this curriculum?
The model used for this STEM Curriculum for K-12 on a WIND TURBINE is: Biological Science Curriculum Study (BSCS) 5E Model: Engage; Explore: Explain; Extend; Evaluate

16. What wind turbine phenomena are used for this curriculum?
Story Line: STEM through a WIND TURBINE
K-2
3-5
6-8
9-12
Unit Questions
1. Do I use a resource?
2. Do the resources I use finish?
3. What is wind?
4. What is a wind turbine?
5. Is it important to use renewable resources?
6. How can you use a renewable resource like wind to make energy with a wind turbine?
7. How can more energy be obtained from two designs of wind turbines?
8. How can a better design of a wind turbine blade be investigated?
9. How can human impact on the environment be reduced by using a wind turbine?
10. How does it compare when energy is produced by wind turbine or with burning coal?
11. How can I design better wind turbine blades for increased energy production?
12 How can national wind turbine data be used to provide evidence to address the use of a natural resource for energy production?

17. K-2 What wind turbine phenomena are used for this curriculum?
Question for one lesson
Phenomena
Engineering and Scientific Practice(s)
Disciplinary Core Idea (DCI)
What we figured out?
Cross Cutting Concepts
(CCC)
What is a wind turbine?
Field trip to the site of a wind turbine and observe how it works.
Make the ping pong ball move faster using blown air and a hand held fan?
Obtaining, evaluating, and communicating information and uses observations and texts to communicate new information.
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that could be tested.
Designs can be conveyed through sketches, drawings or a physical model.
Events have causes that generate observable patterns.

18. What are the STEM connections?
K-2: What is a Wind Turbine? Science: How can wind be harvested? Technology: The wind turbine Engineering: The designs and development of wind turbines that harvest the most wind to generate electricity Mathematics: How can wind speed be quantified?

19. 3-5 What wind turbine phenomena are used for this curriculum?
Question
Phenomena
Engineering and Scientific Practice(s)
Disciplinary Core Idea (DCI)
What we figured out?
Cross Cutting Concepts
(CCC)
Is it important to use renewable resources?
Read or present audio/video of The Lorax- by Dr. Seuss
The Lorax speaks for the trees, which everyone, everyone, everyone needs.
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.
ESS3.A: Natural Resources
Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.
Cause and effect relationships are routinely identified and used to explain change.
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
Over time, people’s needs and wants change, as do their demands for new and improved technologies.

20. What are the STEM connections?
3-5: Is it important to use renewable resources?
Science: Renewable and Nonrenewable Resources
Technology: The use of renewable and nonrenewable resources by humans – where do these resources get used – oil in car; wood for furniture?
Engineering: The designs in place to promote the use of renewable and nonrenewable resources – oil in car; and trees for wood and paper
Mathematics: Analysis of what resources get used and what is left for future generations

21. 6-8 What wind turbine phenomena are used for this curriculum?
Question
Phenomena
Engineering and Scientific Practice(s)
Disciplinary Core Idea (DCI)
What we figured out?
Cross Cutting Concepts
(CCC)
How can a better design of a wind turbine blade be investigated?
Learners view a video on paper plane designs and which flies the faster and farthest?
This phenomena will link to a previous experience the learners may have had - what did they consider when designing a paper plane?
A model wind turbine will be set up in the classroom for learners to explore.
Learners will explore blades of a wind turbine -Power in WIND:
Power(Watts) =
Voltage (V) *Current (A)
Apply scientific principles to design an object, tool, process or system.
Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on earth unless the activities and technologies involved are engineered otherwise.
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions

22. What are the STEM connections?
6-8: How can a better design of a wind turbine blade be investigated?
Science: Factors effecting the harvesting of wind
Technology: Wind turbine
Engineering: Design of wind turbine blades
Mathematics: The impact of multiple variables and quantitative analysis of turbine blades vs maximum generation of electricity

23. 9-12 What wind turbine phenomena are used for this curriculum?
Question
Phenomena
Engineering and Scientific Practice(s)
Disciplinary Core Idea (DCI)
What we figured out?
Cross Cutting Concepts
(CCC)
How can national wind turbine data be used to provide evidence to address the use of a natural resource for energy production?
Each member of the learner team will have a laptop or an Ipad and they will access the sites listed below.
Each group will access wind turbine data from one location from download historical data site and interpret.
Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. Ask questions
- that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation
Cause and Effect
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS3-1)Systems and System Models
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

24. What are the STEM connections?
9-12:How can national wind turbine data be used to provide evidence to address the use of a natural resource for energy production?
Science: Wind data interpretation
Technology: Application of wind turbines to gather wind data from the nation.
Engineering: The use of effectively designed wind turbines ability to harvest maximum wind to generate electricity.
Mathematics: Analyzing quantitative wind data (empirical) to predict the effective use of wind to generate electricity.

25. How does the wind turbine phenomena address STEM based practices(NGSS)?
K-2
3-5
6-8
9-12
Obtaining, evaluating, and communicating information and uses observations and texts to communicate new information.
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods by designing Qualitatively assessing the merits of designs.
Application of scientific principles to design an object, tool, process or system.
Qualitatively and quantitatively assessing the merits of solutions by testing designs.
Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically (quantitatively) testable questions and designing solutions to problems using models and simulations.

26. References
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. Retrieved from education-practices-crosscutting-concepts NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: National Academy of Sciences. Wind Energy and NGSS – website of information and links