Floating Offshore Wind (Teacher and Student Guide)

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Floating Offshore Wind Teacher and Student Guide

Hands-on, critical thinking activities to help students explore the technology, siting, and benefits of floating offshore wind turbines.

Grade Level: Pri Int

Pri Ele

Int

Intermediate Ele

Sec

Secondary

Sec Subject Areas: Science Technology

Engineering

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NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board Constance Beatty Kankakee, IL

Barbara Lazar Albuquerque, NM

La’shree Branch Highland, IN

Robert Lazar Albuquerque, NM

Jim M. Brown Saratoga Springs, NY

Leslie Lively Porters Falls, WV

Mark Case Randleman, NC

Melissa McDonald Gaithersburg, MD

Amy Constant - Schott Raleigh, NC

Hallie Mills St. Peters, MO

Nina Corley Galveston, TX

Jennifer Mitchell Winterbottom Pottstown, PA

Samantha Danielli Vienna, VA Shannon Donovan Greene, RI Michelle Garlick Long Grove, IL Nancy Gifford Harwich, MA Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash Bakersfield, CA DaNel Hogan Tucson, AZ Greg Holman Paradise, CA

Mollie Mukhamedov Port St. Lucie, FL Cori Nelson Winfield, IL

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project.

Permission for use can be obtained by contacting info@need.org.

Teacher Advisory Board In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data.

Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration.

Data is compiled and updated annually where available.

Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Libby Robertson Chicago, IL Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org © 2021

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Floating Offshore Wind Teacher & Student Guide

Floating Offshore Wind Teacher and Student Guide Table of Contents Image Source: Wikimedia Commons

Standards Correlation Information

4

Materials List

5

Teacher Guide

7

Rubrics

for Assessment

19

U.S.

Energy Consumption by Source, 2018 Master

20

U.S.

Electricity Generation by Source, 2018 Master

21

Diagram

of Floating Wind Turbine Master

22

Forms

of Energy Master

23

4-Blade

Windmill Template Master

24

California

Average Monthly Solar Irradience, 2019 Master

25

Duck

Curve Master

26

Student Guide

This curriculum was developed with funding and support from the Bureau of Ocean Energy Management (BOEM) and the National Renewable Energy Laboratory (NREL).

©2021 The NEED Project

Student

Informational Text

27

Science

of Electricity

41

Buoyancy

In A Bottle

44

Anchoring

a Floating Wind Turbine

46

Wind

Can Do Work

48

Floating

Offshore Wind Model

49

Building

an Anemometer

52

Mapping

Microclimates

53

Floating

Offshore Wind Developer Maps

56

Floating

Offshore Wind Developer Proposal

65

Floating

Offshore Wind Development Project

66

Floating

Offshore Wind Data Mapping Activity

68

Floating

Offshore Wind Stakeholder Role Play

71

Glossary 75 Evaluation Form

Floating Offshore Wind Teacher & Student Guide

www.NEED.org

79

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Standards Correlation Information https://www.need.org/educators/curriculum-correlations/

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Materials List ACTIVITY

MATERIALS NEEDED

Science of Electricity Model

Small

bottles Rubber

stoppers with holes Wooden

dowels Foam

tubes Rectangle

magnets (neodymium) Nails

Spools

of magnet wire Push

pins Hand

operated pencil sharpeners

Rulers

Permanent

markers Sharp

scissors Masking

tape Fine

sandpaper Multimeters

Alligator

clips Utility

knife (optional)

Buoyancy in a Bottle

Empty

water or soda bottles Balances

Clean

play sand Paper

towels / towels Large,

plastic, transparent tubs, (at least 15 Permanent

markers gallons) Tape

Water

Broom

/ dustpan (optional)

Anchoring a Floating Wind Turbine

Water

or soda bottles, prepared as identified in Buoyancy in a Bottle Large,

transparent, plastic tubs (at least 15 gallons) Clean

play sand Water

Paper

clips 12” X ½” PVC pipe pieces (no cap)

Hot

glue gun Identical

snack-size plastic bowls with lids Rubber

bands, string, fishing line, or other “line” material Push

pin or other sharp objects Fan

Paper

towels / towels

Wind Can Do Work

Extra-long

straws Small

straws Masking

tape String

or thread Paper

clips Large

foam cups Straight

pins

Binder

clips Fan

Rulers

Hole

punches Markers

Scissors

Floating Offshore Wind Model

Extra-long

straws Small

straws Masking

tape String

or thread Paper

clips Straight

pins Binder

clips Fan

Rulers

Hole

punches Markers

Scissors

½” PVC caps ½” PVC elbows ½” PVC “T’s”

6 “ pieces of ½” PVC 8” pieces of ½” PVC 12” pieces of ½” PVC 2.5”

outer diameter / 1” inner diameter Galvanized washers Large

rubber bands 6” x 6” pieces of ½ “ styrofoam Large,

transparent, plastic tubs (at least 15 gallons) Pliers

Hot

glue gun Water

Paper

towels / towels Plastic

folders, page protectors, or transparency film (optional)

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Materials List

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Mapping Microclimates

Pencils

Snow

cone cups Extra-long

straws Masking

tape Hole

punches

Floating Offshore Wind Developer Proposal

Colored

pencils Highlighters

Sticky

notes Chart

paper (optional)

Scissors

Straight

pins Markers

Stopwatches

or watches Rulers

©2021 The NEED Project © 2020 Floating TheOffshore NEED Project Wind Teacher Rhode &Island Student Climate Guide Health www.NEED.org www.NEED.org

Teacher Guide Grade Level

& Overview As United States energy policy and markets shift emphasis towards a reduction in carbon footprint, more carbon-free sources of electricity are necessary. Offshore wind potential is significant but largely untapped in the U.S., especially along the Pacific Coast. Wind speeds in the Pacific Coast region are high but water is deep, rendering fixed-bottom wind turbines impractical for the setting, compared to more shallow Atlantic Coast waters. Floating offshore wind turbines can be installed in areas of high wind potential and deep water, tapping into an unused energy resource that could provide the West Coast with the electricity it needs.

This curriculum unit has been developed in partnership with the National Renewable Energy Laboratory (NREL) and Bureau of Ocean Energy Management (BOEM) to provide teachers and students with a basic understanding of the science behind floating offshore wind turbines, their uses, and how they fit into the nation’s energy portfolio.

Concepts The

waters off the coasts of the United States are rich with energy and marine resources.

Buoyant

force is the force illustrated by Archimedes’ Principle: the force exerted upward on a body is equal to the weight of the fluid the body displaces.

Wind

speeds are more consistent over water than they are over land because there are no obstacles to impede and redirect it.

Increased

use of solar energy in West Coast communities has created a sharp electricity demand increase in late afternoon and early evening hours.

Floating

offshore wind technologies can be implemented in areas where wind speeds are high and water is deep.

Like

onshore wind installations, floating offshore wind farms must be sited correctly to maximize power output while minimizing environmental, commercial, cultural, and military activity impacts.

Science Notebooks If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 19. If you prefer, student worksheets have been included within this guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to copy and use these worksheets instead of science notebooks.

2Unit Preparation Read

through the entire unit to understand how the activities fit together.

Decide

which activities you will conduct as demonstrations and which you will employ as individual or group activities.

Gather

the materials you will need and if necessary, secure internet access for the mapping and stakeholder activities. It may be helpful to provide the IT department with a list of the links students will need to access, to ensure any blocks or barriers can be removed.

©2021 The NEED Project

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Intermediate,

grades 6-8 Secondary,

grades 9-12

Time 7-14 class periods depending on the length of class periods and the activities you choose to conduct.

Magnet Safety The magnets used in the Science of Electricity Model are very strong. In order to separate them, students should slide/twist them apart.

Please also take the following precautions: Wear

safety glasses when handling magnets.

Use

caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets.

When

students set the magnets down they should place them far enough away from each other that the magnets won’t snap back together.

The

tape should hold the magnets on. If you want something stronger and more permanent you can use hot glue.

When

you are finished with the magnets and ready to store them, put a small piece of cardboard between them.

Keep

magnets away from your computer screen, cell phone, debit/credit cards, and ID badges.

Do not allow the magnets near a person with a pacemaker or similar medical aid. The magnetic field can affect the operation of these devices.

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Unit Introduction &Background This lesson provides students with the basics and background knowledge to understand floating offshore wind. To break up the large amount of student informational text, a jigsaw approach is used where students are broken into groups to tackle and share the reading.

Students develop a broad understanding of the situations in which floating wind is more appropriate than permanently affixed wind turbines offshore and how it is implemented.

 Objectives Students

will be able to describe how energy is used and how electricity is generated in the United States.

Students

will be able to list the benefits and drawbacks to using offshore wind.

Students

will be able to describe the circumstances under which floating wind turbines are required or better suited.

Time 1 class period

 Materials Student

Informational Text U.S.

Energy Consumption by Source master, page 20 U.S.

Electricity Generation by Source master, page 21 Diagram

of a Floating Wind Turbine master, page 22

2 Preparation Preview

the Student Informational Text and decide how you wish to divide it.

Prepare

masters for projection.

Procedure 1. Introduce the unit. Explain to students they will be spending a little time learning about the ways floating offshore wind fits into the nation's electricity generation portfolio.

2. Divide students into groups, one for each section of text. You will have as many groups as you have portions of text to effectively jigsaw.

For example, if you divided the text into four sections, you will have four groups.

3. Allow students enough time to read their assigned text sections. When they have finished reading, have them meet as a small group and come to a consensus about the main ideas in the text.

4. Reassign groups, so that each group has at least one person from the original groups. For example, if you had four groups originally, you will arrange students into groups of four, one from each of the first groupings.

5. Within their newly assigned groups, students will take turns teaching the other members about the main ideas they learned in their section of text. Allow students enough time to discuss what they have learned to make sure everyone in the group has a good understanding of the information.

6. Project the U.S. Energy Consumption by Source, 2018 master. Ask students what information is contained in the graphic. Ask students to differentiate between renewable and nonrenewable resources. Allow students time to discuss the information in the graphic and to develop some questions about energy use in the U.S., focusing on how floating offshore wind will fit into the overall energy picture.

7. Project the U.S. Electricity Generation by Source, 2018 master. Ask students to compare this information to the information in the previous graphic. What sources are about the same in percentage? What sources are dramatically different? What does this say about how we generate electricity in the U.S.? Have students calculate the total percentage of electricity generated by fossil fuels (natural gas, coal, and petroleum) and by renewable resources. Allow students time to discuss the significance of these numbers, and ask them how floating offshore wind might fit into electricity generation.

8. Introduce or reinforce the concepts of buoyancy and center of gravity. Use diagrams, equations, or other illustrations according to your students’ understanding, capabilities, and background knowledge to ensure they have a good understanding of these concepts.

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9. Project the Diagram of a Floating Wind Turbine master. Identify the key parts and show how the turbine is anchored to the ocean floor.

Explain that while there are many designs for floating offshore wind turbines, the design shown is the one currently most likely to be used in the waters off the coast of the United States.

 Extensions Your

students may want to know more about wind energy. NEED has curriculum guides you can use to teach your students about onshore wind. Navigate to https://shop.NEED.org/collections/wind to download the free PDF copies to use in your classroom.

Activity 1: The Science of Electricity &Background Electricity is a necessary part of our daily lives. To many, it is a mystery. This hands-on, modeling and design activity allows students to visualize more simply what is involved in the generation of electricity. Students will create their own model generator, using magnets, wire, and simple lab items. After assembling the model to specifications, students can aim to optimize the design of the model, utilizing fewer or less costly materials to generate a larger amount of electrical output – a real-world challenge for electrical engineers.

 Objectives Students

will be able to describe how electricity is generated.

Students

will be able to design a model and optimize its performance.

Time Two

or more class periods, depending on the level of inquiry desired and the level of students in the classroom

 Materials PER STUDENT OR GROUP 1 Small bottle 1 Rubber stopper with ¼” hole 1 Wooden dowel (12” x ¼”) 4 Strong rectangle magnets 1 Foam tube 1 Small nail

1 Large nail Spool

of magnet wire Permanent

marker 1 Pair sharp scissors Masking

tape Fine

sandpaper

1 Push pin 1 Multimeter with alligator clips Hand

operated pencil sharpener Ruler

Utility

knife (optional) Science

of Electricity, pages 41-43

NOTE: The materials used in this activity can be found in a common lab setting, or easily procured from a lab supply company, hardware store, or craft store. Refer to the activity instructions for more specifics about each item, however, students may opt to change up the materials when optimizing their designs. Allow for variations in the materials where possible. Alternatively, a package of most of the items needed can be purchased from NEED. Contact NEED if you have any questions or difficulty locating a certain item.

2 Preparation Gather

the list of materials and set up construction stations. It may also be helpful to incorporate extra materials that students can use in their redesign process.

Make

copies of the instructions sheet and student worksheet.

It may be beneficial to assemble a model ahead of time following the student instructions. This model will be used for demonstration purposes and also will allow you to assist students in troubleshooting during construction and redesign.

Procedure 1. Ask students to discuss how electricity is generated. What is needed? What is inside a generator? Record ideas on the board.

2. Show students your sample model. Have students take turns operating it and recording the highest output they are able to generate from your model.

3. Depending on the abilities of students you are working with, you may have them assemble their own models using the instructions provided in order to make sure they fully understand how the model operates. Some students, however, may have a firm enough grasp from viewing your sample model and be able to move on to designing their own.

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4. Have students complete the worksheet to show they understand how the model works. Explain that generating electricity requires a few simple things: motion, magnets, and wire.

5. After students have a good understanding of how the generator model works, explain the challenge. Students will need to design a generator model that employs the same concepts to generate electricity, but requires fewer or different materials and/or generates more output. You may decide if you would like students to attempt to achieve one or both of the options. Explain to students that this is called optimization.

6. It may be necessary to provide students with an overview of guidelines for the design and redesign process. Make sure students are aware of the timeline to complete their best model, and explain that they may test, redesign, and retest as many times as needed or desired in that time frame. Communicate to students what you will require from them throughout the process. Depending on the group, you may require that students submit drawings and specifications for each step of their design process.

! Notes  The

Science of Electricity Model was designed to give students a more tangible understanding of electricity and the components required to generate electricity. The amount of electricity that this model is able to generate is very small.

The

Science of Electricity Model has many variables that will affect the output you are able to achieve. When measuring millivolts, you can expect to achieve anywhere from 1 mV to over 35 mV. More

information about measuring electricity can be found in NEED’s Energy Infobooks. You may download these guides from shop.NEED.org.

 Extensions If desired, this may be structured as a contest or challenge within the classroom, giving awards to students for best redesign, highest output, least materials, or categories of your choosing.

Allow

students to procure some of their own materials to complete their designs. Recycle bins can often be very handy for sourcing additional supplies.

Provide

students with a budget for materials and construction. Ask them to complete a cost analysis of their best model and decide how they might improve their design to come in under budget.

Provide

students with extra time and materials to add to the generator to produce electricity from another source, other than the motion energy of their hands.

Activity 2: Buoyancy in a Bottle &Background When designing a foundation for a floating offshore wind turbine or technology (FOWT), it is not enough to simply make a foundation that floats. The center of gravity of the foundation must be positioned so that the foundation floats in the desired orientation. This activity provides students with an opportunity to explore density and buoyant force in different shapes and how adding ballast can impact a floating object’s stability.

 Objectives Students

will be able to explain how density determines whether an object will float in water.

Students

will be able to explain how center of gravity influences the way an object floats.

Time One

or two class periods, depending on student background knowledge and capabilities

 Materials PER STUDENT OR GROUP

 Materials FOR THE CLASS

1 empty water or soda bottle Enough

clean play sand to fill the bottle Balance

Buoyancy

in a Bottle worksheet, pages 44-45

Large,

plastic, transparent tubs (at least 15 gallons) Water

Paper

towels / towels Permanent

markers Tape

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/ dustpan (optional)

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2 Preparation Gather

materials needed for class. Students can be asked to bring in their own empty bottles, or they may be gathered from the recycling bin at school. Make sure bottles are clean and dry on the inside.

Prepare

your own “buoyancy bottle” with the play sand to get an idea of how full the bottles will need to be to float upright.

It may be helpful to have a broom and dust pan on hand for cleaning sand off the floor.

Make

copes of the worksheet as needed.

Fill the tubs with water.

Procedure 1. Introduce the activity. Direct students to the locations of the materials they will need.

2. Allow students enough time to complete the activity. Be prepared to provide assistance or pointers for students based on the practice bottle you prepared.

3. Students will be using these bottles in the next activity, Anchoring a Floating Wind Turbine. Have them write their names and other necessary identifying information on their bottles to use them in that activity.

 Extensions If you have time and it is appropriate for your students, have them design a procedure for determining the location of the center of gravity of their half-floating bottles.

Activity 3: Anchoring a Floating Wind Turbine &Background There are several factors engineers must take into consideration when designing an anchoring system for a floating turbine. How rough will the seas get? What is the seafloor like? Is the sea floor in the area prone to subsidence? Is the soil such that liquefaction is a concern?

What is seismic activity like? What species are native to the area, and how will anchors disrupt or enhance their habitat? The materials, shape, and mooring system used to anchor a wind turbine all need to fit in with the factors listed here, and more. This activity allows your students to find the best way to anchor their floating systems, modeling the real-world processes engineers and scientists go through.

 Objectives Students

will be able to adjust a floating base and anchoring system to accommodate variations in wave height and load on the base.

Students

will understand how density and buoyancy work together to keep a floating turbine in its designated location.

Time One

to two class periods; can be completed immediately after Buoyancy in a Bottle to minimize mess and be more efficient with time

 Materials PER STUDENT OR GROUP

 Materials FOR THE CLASS

Prepared

bottles remaining from Buoyancy in a Bottle Clean

play sand 100

paper clips 12” x ½” PVC pipe (no cap) Hot

glue gun with glue sticks 3 identical snack-size plastic bowls with lids Rubber

bands, string, fishing line, or other mooring material Push

pin or sharp object Anchoring

a Floating Wind Turbine worksheet, pages 46-47

Large,

plastic, transparent tubs (at least 15 gallons) Water

Paper

towels / towels Fan

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2 Preparation Gather

materials needed for students to complete the activity.

Make

copes of the student worksheet as needed.

Fill the tubs with water.

Procedure 1. Introduce activity to students, explaining that they will be designing an anchoring system for the half-buoyant bottles they prepared in Buoyancy in a Bottle.

2. Allow students enough time to complete the activity. Younger students may need supervision with the glue gun.

3. When students have finished the activity and have cleaned up and returned their supplies, ask students to share their results, highlighting the process they used to determine the best way to anchor their bottles.

4. Ask students what happened when they added weight to the bottle. Ask what happened when they simulated wind with the fan. Ask them to describe the adjustments they made and the process they used to arrive at those conclusions.

5. Review the scientific process with students, which involves observations, hypotheses, testing those hypotheses, then revising hypotheses based on data acquired during the testing. Ask students to identify which parts of the activity are associated with their own evaluation and decision-making process.

6. Ask students how their model is the same as a real-world floating turbine mooring system and what factors are included in those systems that their models do not address. Ask students how they could incorporate those factors into this activity.

Activity 4: Wind Can Do Work  Objectives Students

will be able to explain and diagram how wind can do work.

Time One

class period

 Materials PER STUDENT OR SMALL GROUP

 Materials FOR THE CLASS

1 Large foam cup 1 Extra-long straw 1 Small straw 1 Binder clip 2 Straight pins Ruler

Hole

punch Marker

50 cm String or thread Paper

clips Masking

tape Scissors

Forms

of Energy master, page 23 4-Blade

Windmill Template, page 24 Wind

Can Do Work worksheet, page 48

Fan(s)

Preparation Prepare

masters for projection.

Make

copies of the 4-Blade Windmill Template, and student worksheet as needed.

Gather

materials for students to use.

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Procedure 1.

2.

3.

4.

Using the Forms of Energy master, discuss the forms of energy and energy transformations with students.

Students should build windmills following the activity instructions.

Students should diagram their windmill assembly and trace the energy transformations that occur in this system.

Encourage students to investigate the question, “What is the maximum amount of paper clips that can be lifted all of the way to the top of the windmill shaft?” Students should record data and observations.

 Extensions Allow

students time to redesign their windmills to lift more weight, using recycled or repurposed materials.

Allow

students to modify the design of the entire windmills to eliminate newly purchased materials (except glue or tape) and instead rely solely on recycled or repurposed materials.

Ask students to re-design their models from 4-blade windmills to 3-blade models to mimic an actual wind turbine.

Activity 5: Floating Offshore Wind Model &Background In this engineering activity, students construct a base for a simple wind turbine using PVC pipe. Providing pre-cut pieces of PVC pipe will make assembly faster. Alternatively, you may opt to skip providing dimensions or diagrams to students to challenge them to come up with their own models. The student worksheet will show students how to build a model that has been tested. You may wish to build this as an example and ask students to improve upon the design while, for example, using fewer materials. If you have younger students, provide them instead with a “kit” of PVC pieces to which they can add weight using washers to keep it upright.

 Objectives Students

will be able to identify the parts of a model floating wind turbine that correspond to a real-world, utility-scale floating wind turbine.

Students

will be able to test, modify, and re-test a design.

Time Two

or four class periods, depending on students’ abilities and the amount of work done outside of class; for simplicity and minimal setup time, this activity can be completed immediately following Wind Can Do Work

 Materials PER STUDENT OR GROUP 1 Extra-long straw 1 Small straw Masking

tape 50 cm String or thread Paper

clips 2 Straight pins 5 Binder clips Ruler

Hole

punch Marker

Scissors

5 x ½” PVC caps

 Materials FOR THE CLASS 4 x ½” PVC elbows 3 x ½” PVC “T’s” 10 x 6 “ Pieces of ½” PVC 2 x 8” Pieces of ½” PVC 1 x 12” Pieces of ½” PVC 2 x 2.5” Outer diameter / 1” inner diameter Galvanized washers 4 Larger rubber bands Plastic

folder, page protector, or transparency film (optional) 4-Blade

Windmill Template, page 24 Floating

Offshore Wind Model, pages 49-51

6” x 6” piece of ½-inch styrofoam Large,

plastic, transparent tubs (at least 15 gallons) Water

Paper

towels / towels Fans

2 Preparation Copy

enough 4-Blade Windmill Template copies so each student or small group has one. Laminate the windmill templates as necessary.

Make

copies of the worksheets as needed.

Consider

an organizational system to allow students time to test their wind turbines efficiently to allow all groups to have enough time to do so.

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Gather

materials for students to complete the activity.

Fill tubs with water. Orient tubs so they are close enough to an outlet to perform tests with a fan, but far enough away for safety around minor splashes.

Create

a “barge” or a few barges out of the foam. Cut the foam into blocks or a shape that is large enough to hold a pile of paper clips near the floating models.

Procedure 1. Introduce the activity, explaining that students will be building on the knowledge they gained from Wind Can Do Work to build a floating wind turbine to lift paper clips from a “barge”.

2. Allow students to assemble their floating bases, then attach the wind turbines to the top.

3. Explain the procedure you want students to follow to test the weight their turbines can lift, then have students complete this portion of the activity. Demonstrate how to use the foam barge as a way to float the paperclips without getting them wet and adding extra mass to lift.

4. When students have completed testing, cleaned up, and returned supplies to your specified locations, reconvene the class to discuss their results.

5. Ask students how their models are the same as a utility-scale, real-world wind turbine, and how they differ. Ask them to identify the parts of their model with respect to a real-world turbine.

6. Ask students how they would modify their designs to lift more weight. If you have time and materials available, allow students to test their designs.

7. Ask students to consider how they might adapt their model for electricity generation. Discuss the concerns and challenges they might encounter.

 Extension This

activity and Anchoring a Floating Wind Turbine can be combined to give students a greater, overall picture of how floating wind turbines are designed and developed. Encourage students to use the knowledge they gained from both activities, and combine it to design an improved floating structure in an engineering challenge, incorporating variables such as seafloor surface/geology and wave action.

Ask students to reconstruct their model pinwheel to use a 3-blade design. Discuss how it impacts the "generation" and ability to float.

Activity 6: Mapping Microclimates &Background Airflow across a landscape is greatly impacted by natural and human-made structures. One of the benefits of offshore wind is the absence of structures to impede or disrupt airflow, leading to greater and more consistent power generation. This activity provides students with experience using mapping software and gathering windspeed data around the school to study microclimates. Students will assemble their own anemometer or can use hand-held digital tools to gather windspeed data.

 Objectives Students

will be able to analyze windspeed data and describe how structures affect wind speed.

Students

will become proficient at using mapping software.

Time 1-2 class periods

 Materials PER STUDENT OR GROUP 1 Pencil 5 Snow cone cups 2 Extra-long straws Masking

tape Hole

punch Scissors

14 14

1 Straight pin Marker

Stopwatch

or watch Ruler

Building

an Anemometer, page 52 Mapping

Microclimates, pages 53-55

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2 Preparation Decide

If students will be building their own anemometers out of paper snow cone cups and pencils, or if you will use actual hand-held tools. You may opt to have students use a combination if you do not have enough tools to go around.

Gather

materials needed for building anemometers, measuring wind speed, and mapping.

Determine

which areas students will be mapping. Try to select areas with a variety of sheltering from buildings, fences, landscaping, etc., that will yield a variety of wind speeds.

Familiarize

yourself with applications and websites students will access prior to conducting the activity with students.

Prepare

a map for students to use, if necessary.

Prepare

a shared document for data collection, if necessary.

Procedure BUILDING ANEMOMETERS: 1. Students will use the Build an Anemometer worksheet for directions to create their own anemometers.

2. Teach students how to use their anemometers, and direct students to head outside to measure.

3. Return to class and discuss observations. Were there differences in wind speed around the school grounds? Why might that be? Why might it be important to consider time during measurements?

MAPPING WIND SPEEDS AND MICROCLIMATES: 1. Introduce the activity to students, explaining that they will be mapping wind speeds around their school grounds.

2. Lead students through the activity, interjecting as much as necessary as dictated by the age and capability of your students.

Activity 7: Floating Offshore Wind Developer Proposal &Background It can be a very long process to harness energy from our oceans. When siting an offshore wind turbine of any form, developers must work with government entities to identify and evaluate locations that not only have consistent wind speeds, but also are locations that are able to provide a path to grid connectivity and are able to be constructed without compromising the ecosystem, the local economy, boat traffic, and more. This activity aims to give students a look at all the information teams must consider and process in order to find a viable site.

Paper-based maps have been provided, but in several cases, digital maps can be used instead, if preferred.

 Objectives: Students

will be able to describe offshore wind energy technologies.

Students

will be able to list advantages and disadvantages of floating offshore wind energy.

Students

will be able to describe challenges developers face when trying to site an offshore wind farm.

Students

will be able to identify community stakeholders and their possible opinions on developing a floating offshore wind site.

 Materials: Colored

pencils Highlighters

Sticky

notes Chart

paper (optional)

Internet

access (optional) Maps,

pages 56-64 Developer

Proposal Worksheet, page 65 Floating

Offshore Wind Development Project worksheets, pages 66-67

2 Preparation Prepare

copies of the maps (except the BOEM sites map) and the design worksheet for each student. It will be helpful to copy the maps in color if available. You may also opt to prepare digital copies that you may link to, for students to view from a tablet or computer screen.

Where possible, it may also be helpful to have students use online mapping systems like www.eia.gov, or Google Earth or even GIS programs and data that are accessible and familiar to students.

Prepare

copies of the worksheets for each student or group.

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Procedure 1. Ask students to page through the student informational text or search online for pictures of offshore wind farms. Ask them to specifically look for an example of floating offshore technologies (hint: look for examples in Scotland, Portugal, Norway, Japan, and France). Make sure students get a good example of wind farms offshore, both floating and fixed bottom.

2. Construct a Venn diagram as a class, citing student thoughts about the similarities and differences of offshore and on-land wind farms.

Make note of any misconceptions about offshore wind farms during the discussion, so they can be corrected and clarified as the activity progresses.

3. Shift your discussion to the differences between floating and fixed bottom offshore wind. Lead students to create a separate Venn diagram to itemize the similarities and differences along with the advantages and challenges of each.

4. Revisit the informational text as a class. Explain to the class that they will be acting as a developer in this activity, and that developers are in charge of finding the best location for a group of floating structures. Review the Venn diagrams and correct any statements or add details as necessary.

5. As a class, make a list of all the things wind farm developers might have to consider or deal with when trying to find and build a site offshore, citing specific concerns with floating structures. Keep this list visible for the class as they proceed through the activity.

6. Display each of the maps. Explain to students that they will be comparing and synthesizing the information on each of the maps. Take time to discuss what each map is showing, as needed. Ask them to use highlighters and/or colored pencils to identify possible locations for an installation of 3-5 floating turbines. Each turbine needs to have plenty of space around it – usually at least 6 rotor diameters or more apart. After students compare their maps, they will complete the Floating Offshore Developer Proposal Worksheet, by marking off two possible GOOD locations in GREEN with numbers 1 and 2. They will label two possible POOR locations in RED using the numbers 3 and 4. In the bottom half of the page, they will write a statement justifying and describing why they would select or avoid each site, using information from their maps.

7. While students are working individually, pre-select groups for the development team part of the activity. After students have completed their individual work, explain that developers often work as teams to share the workload and cost of getting a large project started. Put students into their new development teams.

8. Explain that each group will have a team meeting, where they will each discuss and propose their two good and two poor site locations.

Each group should appoint one member to take notes on chart paper or digital discussion board as each team member discusses their options. As a group, the team will then debate and pick the best spot from each member’s proposals. The group should mark their location on the Floating Offshore Wind Development Project worksheet with a yellow star and list at least three reasons why this location is the winner on their chart paper.

9. Remind students that the water offshore is often be leased like an apartment or car, but everyone who makes a living off of the water, works there, owns property nearby, cares for the local environment, or enjoys recreation there can participate in the discussion and leasing process. As developers, they must be able to ensure power is generated, the project is profitable, MOST people are happy, and the environment will not be harmed. On the second page of the project worksheet, groups must identify their possible challenges. First, they must list possible challenges to siting in the area (fishing, geology, marine life, weather, culture, military activity, etc.) Second, they will list four community stakeholders that have an opinion on the placement of their project. For each community stakeholder, groups must write 1-2 sentences describing the stakeholder’s opinions.

10. Hold a developer conference. Ask each group to share their top locations. Are there any similarities? Why were some locations selected over others? Are there any spots that should be eliminated? Why? 11. Discuss each groups’ stakeholder opinions. Ask the class how they might prioritize stakeholder opinions? Ask the class what other maps, data, regulations, or information they might have to consider that were not included in the activity?

12. Revisit the Venn diagrams and lists from earlier in the activity and address any misconceptions that may have arisen.

13. Show students the proposed floating offshore wind site map for California. Ask students to revisit their personal and group discussions.

Did any of the developer groups select an area similar to those depicted on the proposed sites map? Have a class discussion and/or make a list of all the possible reasons these sites have been targeted. Ask developer teams to describe why these sites might be better than the ones they selected, and/or ask teams to explain why their site might be superior.

 Extensions Have

students research wildlife that live around their proposed sites (birds, bugs, plants, fish), or conduct research on the ocean floor geology.

Have

students determine the distance to shore from their proposed sites using proportions and a map scale.

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Activity 8: Floating Offshore Wind Data Mapping Activity &Background For the most part, presenting a table or page of numerical data can be confusing or frustrating to interpret, so data is usually represented visually in graphs, charts, and other formats that make it easier to digest. Your students will be very familiar with 2-dimensional graphs, such as distance vs. time, or pie charts that show percentages of a whole.

Another way of representing data is geographically. A geographic information system, or GIS, displays data on a map. By doing so it provides a framework around which patterns can be recognized and analyzed. One common way to represent data geographically is in weather maps, which show various weather data points by shading or coloring areas. There are many types of data that can be displayed using a GIS and there are many ways that data can be displayed. The U.S. Geological Survey (USGS) shows earthquake data in GIS, with different colored circles representing how recently each earthquake occurred and the size of the circle representing its relative magnitude.

This activity allows your students the opportunity to explore two different GIS configurations to become familiar with their capabilities and the kinds of data they display. Students then use GIS to create a map of the data they think are important when determining the location of an offshore floating wind farm.

Data sets worth considering might include shipping lanes, grid connections, military traffic, fishing areas, Bureau of Ocean Energy Management (BOEM) Offshore Wind Call Areas - October 2018, and marine protected areas.

 Objectives Students

will become familiar with GIS and how to display data.

Students

will be able to successfully navigate GIS to select the data they feel are important and display them on a physical map.

Time One

class period

 Materials California

Average Solar Monthly Irradiance, 2019 Master, page 25 Duck

Curve Master, page 26 Floating

Offshore Wind Data Mapping Activity, pages 68-70

2 Preparation Ensure

that students will be able to access any GIS-related websites without any difficulty. Have your IT department remove any barriers to those sites that may exist. If this is not possible, find alternative sites that have similar data that you can access or assign the work to be done at home.

Prepare

masters for projection.

Preview

and prepare to project some examples of GIS for students, to demonstrate their similarities as well as differences. The USGS earthquake locator is found here: https://earthquake.usgs.gov/earthquakes/map/. The U.S. Energy Information Administration (EIA) state energy profile has a mapping system showing locations of grid-related items as well as refineries, pipelines, coal mines, etc. that can be found by visiting: https://www.eia.gov/state/maps.php

Procedure 1. Introduce the activity, explaining GIS and providing some examples. It may be helpful to project some examples of GIS available online to show students how they differ and how they are all similar.

2. Set the stage for the way floating offshore wind will fit into the current electricity generation picture. Explain that many residential and commercial buildings have had solar systems installed over the last five years, which has created a challenge for the California Independent System Operator (CAISO) while they attempt to meet demand for electricity without over-generating power.

3. Project the Average Monthly Solar Irradiance master. Ask students how solar power may be presenting challenges for electrical power

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17

producers in California. What happens on a monthly basis? What challenges would that present?

4. Project the Duck Curve master. Explain what it is showing and why it is called the “duck curve.” Ask students how wind energy might help address the duck curve and take some of the generating pressure off the utilities in California.

5. Preview the California Offshore Wind Energy GIS. Demonstrate that hovering over a choice displays metadata that students may find helpful when making decisions about which data sets to use.

6. Give students a set amount of time to explore. Each student should create a map that shows at least two data sets. Students should write a few sentences about what they learn when they consider multiple data sets at the same time using GIS tools.

7. When students have finished and have submitted their maps and explanations, have a brainstorming session with students to determine the top 3 or 5 data sets needed to identify the best offshore wind locations.

Activity 9: Offshore Floating Wind Stakeholder Role Play  Objectives Students

will be able to consider multiple points-of-view regarding an issue.

Students

will be able to cite the major considerations when selecting an area for a floating offshore wind farm.

Time 1-3 class periods, depending on the amount of work completed outside of class

 Materials Floating

Offshore Wind Stakeholder Role Play, pages 71-74

2 Preparation Make

copies of the role play information for each student.

Decide

which role(s) you will assign and the students to which you will assign them.

Decide

which roles you will group together as having similar perspectives.

Procedure 1. Introduce the activity, and explain that they are to conduct the discussion from the point-of-view of their stakeholder, regardless of whether those perspectives match their own.

2. Provide some quiet, individual work time while students work through the advantages and challenges of a floating offshore wind farm and develop their individual stakeholder’s point-of-view.

3. Place students in their first stakeholder gathering groups. Allow enough discussion time for each group to have a firm understanding about how their members’ points-of-view support each other.

4. Allow students to mix into their own second stakeholder gathering groups, or assign them to groups. Allow them enough time to fill in the information about the other stakeholders in their group. Each group will vote whether to approve the floating offshore wind development and will elect one representative to present the discussion and decision to the rest of the class.

5. Reconvene as a class and allow students sufficient time to discuss their decisions and come to a consensus as a class as to whether the offshore wind farm will be allowed.

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Rubrics For Assessment Inquiry Explorations Rubric This is a sample rubric that can be used with inquiry investigations and science notebooks. You may choose to only assess one area at a time, or look at an investigation as a whole. It is suggested that you share this rubric with students and discuss the different components.

SCIENTIFIC CONCEPTS

SCIENTIFIC INQUIRY

DATA/OBSERVATIONS

CONCLUSIONS

4

Written explanations illustrate accurate and thorough understanding of scientific concepts.

The student independently conducts investigations and designs and carries out his or her own investigations.

Comprehensive data is collected and thorough observations are made. Diagrams, charts, tables, and graphs are used and labeled appropriately. Data and observations are presented clearly and neatly with appropriate labels.

The student clearly communicates what was learned and uses strong evidence to support reasoning. The conclusion includes application to real life situations.

3

Written explanations illustrate an accurate understanding of most scientific concepts.

The student follows procedures accurately to conduct given investigations, begins to design his or her own investigations.

Necessary data is collected. Observations are recorded. Diagrams, charts, tables, and graphs are used appropriately most of the time. Data is presented clearly, and neatly.

The student communicates what was learned and uses some evidence to support reasoning.

2

Written explanations illustrate a limited understanding of scientific concepts.

The student may not conduct an investigation completely, parts of the inquiry process are missing.

Some data is collected. The student may lean more heavily on observations. Diagrams, charts, tables, and graphs may be used inappropriately, have some missing information, or are labeled without 100% accuracy.

The student communicates what was learned but is missing evidence to support reasoning.

1

Written explanations illustrate an inaccurate understanding of scientific concepts.

The student needs significant support to conduct an investigation.

Data and/or observations are missing or inaccurate.

The conclusion is missing or inaccurate.

This rubric may be used with any group work you ask the students to complete, or for projects that are less hands-on.

CONTENT

ORGANIZATION

ORIGINALITY

WORKLOAD

4

Project covers the topic indepth with many details and examples.

Subject knowledge is excellent.

Content is very well organized and presented in a logical sequence.

Project shows much original thought. Ideas are creative and inventive.

The workload is divided and shared equally by all members of the group.

3

Project includes essential information about the topic.

Subject knowledge is good.

Content is logically organized.

Project shows some original thought. Work shows new ideas and insights.

The workload is divided and shared fairly equally by all group members, but workloads may vary.

2

Project includes essential information about the topic, but there are 1-2 factual errors.

Content is logically organized with a few confusing sections.

Project provides essential information, but there is little evidence of original thinking.

The workload is divided, but one person in the group is viewed as not doing a fair share of the work.

1

Project includes minimal information or there are several factual errors.

There is no clear organizational structure, just a compilation of facts.

Project provides some essential information, but no original thought.

The workload is not divided, or several members are not doing a fair share of the work.

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19

MASTER

U.S. Energy Consumption by Source, 2018 U.S. Energy Consumption by Source, 2018 NONRENEWABLE, 88.81%

RENEWABLE, 11.20%

Petroleum

Biomass

36.53%

Uses: transportation, manufacturing - Includes Propane

4.98%

Uses: electricity, heating, transportation

Natural Gas 30.79%

Hydropower 2.64%

Coal

13.13%

Wind

2.46%

8.36%

Solar

0.91%

Uses: electricity, heating, manufacturing - Includes Propane

Uses: electricity, manufacturing

Uranium

Uses: electricity

Uses: electricity

Uses: electricity

Uses: electricity, heating

*Propane consumption figures are reported as part of petroleum and natural gas totals.

Propane

Geothermal 0.21%

Uses: heating, manufacturing

Uses: electricity, heating

Data: Energy Information Administration **Total does not equal 100% due to independent rounding.

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MASTER

U.S. Electricity Generation by Source, 2018

Other

Petroleum

0.32%

GEOTHERMAL, 0.32%

SOLAR, 1.53%

BIOMASS, 1.49%

WIND, 6.55%

HYDROPOWER, 6.89%

16.84%

RENEWABLES

U.S. Electricity Generation, 2018 URANIUM

19.39% NATURAL GAS

35.29%

COAL

27.54%

0.61%

Data: Energy Information Administration *Total does not equal 100% due to independent rounding

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MASTER

Diagram of a Floating Wind Turbine

Max Height:

*~800ft to 900ft

Blade Rotor Hub Nacelle

Rotor Diameter: *705ft to 787ft

Tower

Tower:

Foundation

*452ft to 492ft

Service operation vessel

Floating Support Structures

Autonomous Underwater Vehicle (AUV)

Mooring Lines Electricity Cables

Water Depth:

195ft - 4265ft+

*measurements are based on the average 12-15 MW turbine.

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Gasoline and a piece of pizza are examples.

NUCLEAR ENERGY is the energy stored in the nucleus of an atom – the energy that holds the nucleus together. The energy in the nucleus of a plutonium atom is an example.

ELASTIC ENERGY is energy stored in objects by the application of force.

Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

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RADIANT ENERGY is electromagnetic energy that travels in transverse waves.

Light and x-rays are examples.

THERMAL ENERGY is the internal energy that causes the vibration or movement of atoms and molecules in substances. Liquid water has more thermal energy than solid water (ice).

MOTION ENERGY is the energy present in the movement of a substance from one place to another.

Wind and moving water are examples.

SOUND ENEGRY is the movement of energy through substances in longitudinal waves. Echoes and music are examples.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. www.NEED.org

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MASTER

4-Blade Windmill Template Procedure 1. Cut out the square.

2. Cut on the dotted, diagonal lines.

3. Punch out the four black holes along the side (being careful to not rip the edges) and the black hole in the center.

4. Follow the directions on the Wind Can Do Work worksheet to complete the windmill.

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W/m2

r Ap

il

M

ay

ne Ju

ly Ju

t us g Au

em pt

r be

Northern CA

Se

Oc

er b to

m ve No

Average Monthly Solar Irradiance, 2019 Average Monthly Solar Irradiance in 2019 100 90 80 70 60 50 40 30 20 10 0

y ry ch ar ar ua nu M br Ja Fe

Southern CA Data: The National Solar Radiation Database

r

be

be

m ce

De

r

MASTER

25

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Graphic used with permission from California Independent System Operator (CAISO).

Duck Curve

MASTER

Valuable Resources Offshore When you think of the United States, you may picture a map outlining the 50 states and their coastlines. However, the United States actually includes a huge area you cannot see, 1.7 billion acres known as the Outer Continental Shelf (OCS). This area lies beneath the oceans off our coasts. We also refer to the land and water off our coasts as being “offshore.”

Economically, the land and water surrounding our coastlines are very important to our nation. Most of the seafood we eat comes from the waters offshore. The submerged lands hold fossil fuels, such as petroleum and natural gas. More recently, renewable sources of energy are generating electricity offshore, including wind, waves, tides, currents, and ocean thermal energy conversion (OTEC). All of these resources are important to the United States when considering the world’s increasing demand for energy.

It takes a lot of energy to harvest raw materials, to manufacture products, and to grow food. It takes a lot of energy to move our cars, trucks, planes, ships, and trains to bring goods and products we use to market. It takes a lot of energy to make life comfortable, to heat and cool our homes, to cook our food, and to generate electricity to run the technologies we can’t live without – from cell phones and computers to TVs and gaming systems.

The ocean environment and the lands offshore are a valuable resource for the United States. This area has the potential to supply a significant amount of our future energy needs, and to supply us with food and non-energy minerals such as sand and gravel.

Underwater Geography At the edge of the ocean, where waves lap at the shoreline, is the continental shelf. It is a continuation of the North American continent we live on, and this landmass extends from the shore into the ocean as a sloping undersea plain. This undersea world is a fascinating place. The continental shelf can be as narrow as 20 kilometers (12 miles) along the west coast and as wide as 400 kilometers (249 miles) along the northeast coast of the United States. The water on the continental shelf is shallow, rarely exceeding a depth of 150 to 200 meters (490-650 feet).

The continental shelf drops off dramatically at the continental slope and continental rise, where the deep ocean truly begins. The deep ocean consists of abyssal plains that are 3 to 5 kilometers (1.8 - 3.1 miles) below sea level. Many of these plains are flat and featureless, while others are marked with jagged mountain ridges, deep canyons, and valleys. The tops of some of these mountain ridges form islands that extend above the water. Some ridge crests contain hydrothermal vents which are underwater geysers. Rich deposits of minerals and amazing plants and animals have been discovered around these hydrothermal vents.

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The Outer Continental Shelf (OCS) The first three nautical miles offshore belong to the state that it borders. According to the Outer Continental Shelf Lands Act, the Federal Government controls the area beyond that, known as the Outer Continental Shelf, or OCS. The Outer Continental Shelf consists of 1.7 billion acres of submerged lands, subsoil, and seabed in a specified zone up to 200 nautical miles from the U.S. coastline, or even farther if the continental shelf extends beyond 200 nautical miles. The OCS is divided into four regions: the Atlantic Region, the Gulf of Mexico Region, the Pacific Region, and the Alaska Region.

Underwater Geology CONTINENTAL SHELF

SHELF BREAK

COAST

CONTINENTAL SLOPE CONTINENTAL RISE

ABYSSAL PLAIN OCEAN

Image adapted from Bureau of Ocean Energy Management (BOEM)

Offshore Wind Energy Humans have been using wind energy for more than two thousand years. Early windmills were built to control flooding, pump water, grind grain, and power sawmills. Today, wind energy is mainly used to generate electricity using wind turbines. In the United States, we’ve been using modern wind turbines to generate electricity from land-based wind for several decades.

Generating electricity from offshore winds is just beginning.

Wind Formation

The energy in wind comes from the sun. When the sun shines, some of its radiant energy (light) reaches the Earth’s surface.

Some parts of the Earth absorb more radiant energy than others.

When the Earth’s surface absorbs the sun’s energy, it turns the light into heat. This heat on the Earth’s surface warms the air above it. The air over land usually warms faster than the air over water. As air warms, it expands. Its molecules spread farther apart. The warm air is less dense than the air around it and rises into the atmosphere. Cooler, denser air nearby flows in to take its place. This moving air is what we call wind. It is caused by the uneven heating of the Earth’s surface. Wind’s motion energy can be harvested by wind turbines to generate electricity.

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Offshore Wind Resources

IR

Only about 10 percent of our wind energy resources on the OCS occur over water shallow enough for modern turbine technology.

Thus, in 90 percent of the areas offshore, the water is too deep to install a turbine with a foundation extending to the ocean floor.

Engineers have been working on and refining newer technologies, such as innovative foundations and floating wind turbines.

RM A

In the U.S., wind speeds off the Pacific Coast are stronger than the Atlantic Coast or the Gulf of Mexico. However, the Atlantic OCS has shallower water. Developing offshore wind farms there is the most economical option at this time. Hawaii also has a lot of potential for offshore wind turbines.

How Wind is Formed

WA

Air is constantly moving between land formations and water.

Because there are no obstacles to block the wind, the wind blows stronger and steadier over water than land. There is a lot of wind energy available offshore. The National Renewable Energy Laboratory estimates more than 4,000 gigawatts of wind power resources are available on the OCS — about four times the generating capacity of the U.S. electric grid today. Offshore wind resources have the potential to power a substantial portion of our nation’s energy needs.

CO O L A I

R

1. The sun shines on land and water.

2. Land heats up faster than water.

3. Warm air over the land rises.

4. Cool air over the water moves in.

Outer Continental Shelf

PACIFIC OCS

ATLANTIC OCS

THE POWER OF WIND

P=½ρAV³

GULF OF MEXICO OCS

P = power in watts ρ = The air density (1.2kg/m³ @ sea level and 20° C) A = The swept area of the turbine blades (m² square meters) V = wind speed (meters per second)

The potential energy produced from wind is directly proportional to the cube of the wind speed. As a result, increased wind speeds of only a few miles per hour can produce a significantly larger amount of electricity. For instance, a turbine at a site with an average wind speed of 16 mph would produce 50 percent more electricity than at a site with the same turbine and average wind speeds of 14 mph. Choosing where to site a wind farm is an important part of the process.

Turbine Geometry

Swept area of blades

ALASKA OCS

PACIFIC OCS

Data: Bureau of Ocean Energy Management (BOEM)

What’s a Nautical Mile?

A nautical mile is based on the circumference of the Earth.

Visualize this: cut the Earth in half at the Equator, pick up one of the halves, and turn it on its side. The Equator is the edge of the circle.

A circle is divided into 360 degrees. Each degree divides into 60 minutes. One nautical mile is one minute of arc on the planet Earth. Every country in the world uses this unit of measurement for travel in the air and on the oceans.

We are used to measuring distances in meters and feet. A nautical mile is equal to 1,852 meters, or 1.852 kilometers. In the English measurement system, a nautical mile is equal to 1.1508 miles, or 6,076 feet.

At the Equator, the Earth measures 40,075.16 km (or 24,901.55 miles). How many nautical miles is it around the Equator?

Rotor Diameter

Radius

0º 330º

ROTOR BLADE

30º 60º

300º

270º

90º

Hub Height 120º

240º

TOWER

210º 180º

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What Is Energy?

Energy makes change; it does things for us. It moves cars along the road and boats on the water. It bakes cakes in the oven and keeps ice frozen in the freezer. It plays our favorite songs on the radio and lights our homes. Energy helps our bodies grow and allows our minds to think. Energy is defined as the ability to do work or produce change.

Energy is found in different forms, such as light, heat, sound, and motion. There are many forms of energy, but they can all be put into two categories: potential and kinetic.

Potential Energy

Potential energy is stored energy or the energy of position. There are several forms of potential energy, including: Chemical

energy is energy that is stored in the bonds of atoms and molecules that holds these particles together. Biomass, petroleum, natural gas, and propane are examples of stored chemical energy.

Nuclear

energy is energy stored in the nucleus of an atom— the energy that binds the nucleus together. The energy can be released when small nuclei are combined (fusion) or large nuclei are split apart (fission). In both fission and fusion, mass is converted into energy, according to Einstein’s Theory, E = mc2.

Elastic

energy is energy stored in objects by the application of a force. Compressed springs and stretched rubber bands are examples of elastic energy.

Gravitational

potential energy is the energy of position or place.

A rock resting on top of a hill contains gravitational potential energy because of its position. If a force pushes the rock, it rolls down the hill because of the force of gravity. The potential energy is converted into kinetic energy until it reaches the bottom of the hill and stops.

Kinetic Energy

Kinetic energy is energy in motion—the motion of electromagnetic and radio waves, electrons, atoms, molecules, substances, and objects. Forms of kinetic energy include: Electrical

energy is the movement of electrons. Everything is made of tiny particles called atoms. Atoms are made of even smaller particles—electrons, protons, and neutrons. Applying a force can make some of the electrons move. The movement of electrons in a wire is called electricity. Lightning is another example of electrical energy.

Radiant

energy is electromagnetic energy that travels in transverse waves. Radiant energy includes visible light, x-rays, gamma rays, and radio waves. Solar energy is an example of radiant energy.

Thermal

energy is the internal energy that causes the vibration and movement of the atoms and molecules within substances.

The more thermal energy a substance possesses, the faster the atoms and molecules vibrate and move, and the hotter it becomes. Geothermal energy is an example of thermal energy. ©2021 The NEED Project

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Sound

is the movement of energy through substances in longitudinal (compression/rarefaction) waves. Sound is produced when a force causes an object or substance to vibrate. The energy is transferred through the substance in a longitudinal wave.

Motion

is the movement of objects and substances from one place to another. Objects and substances move when an unbalanced force acts on them according to Newton’s Laws of Motion. Wind is an example of motion energy.

Energy Transformations

Chemical

Motion

Chemical

Motion

Radiant

Chemical

Electrical

Thermal

Conservation of Energy Your parents may tell you to conserve energy. “Turn out the lights,” they might say. But to scientists, conservation of energy means something quite different. The Law of Conservation of Energy states that energy is neither created nor destroyed. When we consume energy, it doesn’t disappear; we change it from one form into other forms. Energy can change form, but the total quantity of energy in the universe remains the same.

A car engine, for example, burns gasoline, converting the chemical energy in the gasoline into useful motion or mechanical energy.

Some of the energy is also converted into light, sound, and heat.

Solar cells convert radiant energy into electrical energy. Oldfashioned windmills changed kinetic energy in the wind into motion energy to grind grain.

Energy Efficiency Energy efficiency is the amount of useful energy produced by a system compared to the energy input. In theory, a 100 percent energy-efficient machine would convert all of the energy input into useful work. Converting one form of energy into another form always involves a loss of usable energy—usually in the form of heat—from friction and other processes. This ‘waste heat’ dissipates and is very difficult to recapture and use as a practical source of energy.

A typical coal-fired power plant converts about 35 percent of the chemical energy in the coal into electricity. A hydropower plant, on the other hand, converts about 90 percent of the kinetic energy of the water flowing through the system into electricity. Most wind turbines reach efficiencies of 25-45 percent.

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Most energy transformations are not very efficient; the human body is a good example. Your body is like a machine, and the fuel for your machine is food. Food gives you the energy to move, breathe, and think. Your body is about fifteen percent efficient at converting food into useful work. The rest of the energy is converted to thermal energy.

U.S. Electricity Generation, 2018 RENEWABLES

URANIUM

16.84%

19.39%

HYDROPOWER, 6.89% WIND, 6.55%

NATURAL GAS

Sources of Energy

35.29%

BIOMASS, 1.49% Other

We use many energy sources to meet our needs. All of them have advantages and disadvantages—limitation or reliability of supply, and economic, environmental, or societal impacts. Energy sources are usually classified into two groups—renewable and nonrenewable.

0.32%

COAL

SOLAR, 1.53%

Petroleum

27.54%

0.61%

GEOTHERMAL, 0.32%

Data: Energy Information Administration *Total does not equal 100% due to independent rounding

In the U.S., most of our energy comes from nonrenewable energy sources. Coal, petroleum, natural gas, propane, and uranium are nonrenewable energy sources. They are used to generate electricity, heat homes, move cars, and manufacture all kinds of products from candy bars to tablets. They are called nonrenewable because their supplies are limited, and they cannot be replenished in a short period of time. Petroleum, for example, was formed hundreds of millions of years ago, before dinosaurs lived, from the remains of ancient sea plants and animals. We could run out of economically recoverable nonrenewable resources some day.

Renewable energy sources include biomass, geothermal, hydropower, solar, and wind. They are called renewable because they are replenished in a short time. Day after day the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity.

U.S. Consumption of Energy by Source, 2018

88.81%

Nonrenewable Sources Renewable Sources 0%

10%

11.20% 20%

30%

40%

50%

60%

70%

80%

90%

100%

PERCENTAGE OF UNITED STATES ENERGY USE

Nonrenewable Energy Sources and Percentage of Total Energy Consumption *Propane consumption is included in petroleum and natural gas figures.

PETROLEUM 36.53% Uses: transportation, manufacturing - Includes propane

NATURAL GAS 30.79% Uses: heating, manufacturing, electricity - Includes propane

COAL

Uses: electricity, manufacturing

13.13%

URANIUM

Uses: electricity

8.36%

PROPANE

0.91%

GEOTHERMAL 0.21%

Uses: heating, manufacturing

Renewable Energy Sources and Percentage of Total Energy Consumption

BIOMASS

4.98%

Uses: heating, electricity, transportation

HYDROPOWER 2.64% Uses: electricity

WIND

Uses: electricity

2.46%

SOLAR

Uses: heating, electricity

Uses: heating, electricity

Data: Energy Information Administration *Totals may not add to 100% due to independent rounding.

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Electricity Electricity is different from primary energy sources like petroleum or wind—it is a secondary source of energy. That means we must use another energy source to produce electricity. Electricity is sometimes called an energy carrier because it is an efficient and safe way to move energy from one place to another, and it can be used for so many tasks. Since electricity is used for many tasks in our daily lives, it is needed and produced in large quantities each day.

A Mysterious Force What exactly is the mysterious force we call electricity? It is moving electrons. And what are electrons? They are tiny particles found in atoms. Everything in the universe is made of atoms—every star, every tree, every animal. The human body is made of atoms. Air and water are, too. Atoms are the building blocks of the universe. Atoms are so small that millions of them would fit on the head of a pin.

Atom PROTON NUCLEUS

Atomic Structure Atoms are made of smaller particles. The center of an atom is called the nucleus. It is made of particles called protons, which carry a positive (+) charge, and neutrons, which carry no charge. Protons and neutrons are approximately the same size. The mass of a single proton is 1.67 x 10-24 gram. Nuclear energy is contained within the nucleus, because a strong nuclear force holds the protons and neutrons together.

Protons and neutrons are very small, but electrons are much smaller—1,835 times smaller, to be precise. Electrons carry a negative (-) charge and move around the nucleus in orbits a relatively great distance from the nucleus. If the nucleus were the size of a tennis ball, the diameter of the atom with its electrons would be several kilometers.

NEUTRON

ELECTRON

Carbon Atom Carbon Atom A carbon atom has six protons and six neutrons in the nucleus, two electrons in the inner energy level, and four electrons in the outer energy level.

OUTER INNE

If you could see an atom, it might look a little like a tiny center of spheres surrounded by giant invisible clouds (or energy levels).

Electrons are found in these energy levels and are held there by an electrical force. The protons and electrons of an atom are attracted to each other. They both carry an electrical charge. The positive charge of the protons is equal to the negative charge of the electrons. Opposite charges attract each other.

ENERGY LEV

EL

R ENERGY LEVE

L

NUCLEUS PROTONS (+)

NEUTRONS

When an atom is in balance, it has an equal number of protons and electrons. The number of neutrons can vary.

ELECTRONS (–)

Elements An element is a substance in which all of the atoms have the same number of protons. The number of protons is given by an element’s atomic number, which identifies elements. A stable atom of hydrogen, for example, has one proton and one electron, with almost always no neutrons. A stable atom of carbon has six protons, six electrons, and typically six neutrons. The atomic mass of an element is the combined mass of all the particles in one atom of the element.

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Electrons The electrons usually remain a constant distance from the nucleus in energy levels. The level closest to the nucleus can hold two electrons. The next level can hold up to eight. Additional levels can hold more than eight electrons.

The electrons in the levels closest to the nucleus have a strong force of attraction to the protons. Sometimes, the electrons in the outermost level—the valence energy level—do not. In this case, these electrons— valence electrons—easily leave their energy levels. Other times, there is a strong attraction between valence electrons and the protons. Often, extra electrons from outside the atom are attracted and enter the valence energy level. When the arrangement of electrons changes in these ways, energy is gained or transformed. We call this energy from electrons electrical energy.

Applying a force can make the electrons move from one atom to another.

Bar Magnet

Like Poles Like poles of magnets (N-N or S-S) repel each other.

Electrical Energy The positive and negative charges within atoms and matter usually arrange themselves so that there is a neutral balance.

However, sometimes there can be a buildup of charges creating more negative than positive charges, or more positive charges than negative charges. This imbalance produces an electric charge. Unlike electric current where electrons are moving, these electrons don’t move until there is another object for them to move to. This is called static electricity. When the charges become too unbalanced there is a discharge of electrical energy between positively and negatively charged areas. This is what causes lightning to jump from cloud to cloud, or between a cloud and the ground.

Opposite Poles Opposite poles of magnets (N-S) attract each other.

Magnets In most objects the molecules that make up the substance have atoms with electrons that spin in random directions. They are scattered evenly throughout the object. Magnets are different— they are made of atoms that have north- and south-seeking poles.

The atoms in a magnet are arranged so that most of the northseeking poles point in one direction and most of the southseeking poles point in the other.

Spinning electrons create small magnetic fields and act like microscopic magnets or micro-magnets. In most objects, the electrons located around the nucleus of the atoms spin in random directions throughout the object. This means the micro-magnets all point in random directions cancelling out their magnetic fields.

Magnets are different—most of the atoms’ electrons spin in the same direction, which means the north- and south-seeking poles of the micro-magnets they create are aligned. Each micro-magnet works together to give the magnet itself a north- and southseeking pole.

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A magnetic field can produce electricity. In fact, magnetism and electricity are really two inseparable aspects of one phenomenon called electromagnetism. A changing magnetic field can produce electricity. Every time there is a change in an electric field, a magnetic field is produced. This relationship is used to produce electricity. Some metals, such as copper, have electrons that are loosely held. They can be pushed from their valence energy levels by the application of a magnetic field. If a coil of copper wire is moved around a changing magnetic field, or if magnets are moved around a coil of copper wire, an electric current is generated in the wire.

Electric current can also be used to produce magnets. Around every current-carrying wire is a magnetic field, created by the uniform motion of electrons in the wire. Magnets used to produce electric current are called electromagnets.

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Generating Electricity

Once the electricity is produced, it is moved to our homes and businesses. On land and under water, it moves through large electrical lines. Electricity moves most efficiently under high voltage. When the electricity leaves a power plant, its voltage must be drastically increased. When it reaches our homes and businesses, the voltage must be reduced so it will not burn or damage things that use electricity. The voltage of electricity is easily increased or decreased by a transformer. Transformers are commonly seen in our neighborhoods. Electrical substations are a series of transformers used to increase or decrease voltage. If you have an overhead electrical line that goes into your house, you will see a transformer on the pole where the overhead line leaves the larger power line. Usually, these overhead transformers are grey cylinders. They reduce the voltage so that the electricity can safely enter your house.

When it comes to the production of electricity, it’s all turbines and generators. A turbine is a device that converts the flow of a medium such as air, steam, or water into motion energy to power a generator. A generator is an engine that converts motion energy into electrical energy using electromagnetism.

An electric generator is actually an electric motor that runs backward. Work is done to cause magnets to spin within coils of wire to produce electricity. Depending on the generator’s design, work can also cause the wires to move. When the wire moves through the external magnetic field, electrons in the wire are pulled and move through the wire. These electrons can be directed out of the generator as electricity.

Although electric motors and generators may seem complicated, the principle of electromagnetism is simple. When electricity moves through a wire, a magnetic field is created around the wire.

In an electric motor, the motor’s wire is placed between external magnets. When electricity is sent through the wire, the magnetic field created around the wire interacts with the magnetic field of the external magnets. This interaction causes the wire to move. If the wire is designed so it is free to turn, the wire will spin and you have an electric motor.

Measuring Electricity We are familiar with terms such as watt, volt, and amp, but we do not always have a clear understanding of these terms. We buy a 13watt light bulb, a tool that requires 120 volts, or an appliance that uses 8.8 amps, but we don’t think about what those units mean.

Using the flow of water as an analogy can make electricity easier to understand. The flow of electrons in a circuit is similar to water flowing through a hose. If you could look into a hose at a given point, you would see a certain amount of water passing that point each second.

Power plants use huge turbine generators to generate the electricity we use in our homes and businesses. Power plants use many fuels to spin turbines. They can burn coal, oil, biomass, or natural gas to heat water into high-pressure steam, which is used to spin the turbines.

They can split atoms of uranium in a nuclear power plant to heat water into steam. Geothermal power plants harness hot water and steam from underground reservoirs to spin turbines.

The amount of water depends on how much pressure is being applied—how hard the water is being pushed. It also depends on the diameter of the hose. The harder the pressure and the larger the diameter of the hose, the more water passes each second. The flow of electrons through a wire depends on the pressure pushing the electrons and on the cross-sectional area of the wire.

We can also harness the energy in flowing water and the energy in the wind to spin turbines. Photovoltaic (solar) cells are made with chemically infused silicon that allows them to convert radiant energy from the sun directly into electricity.

Transporting Electricity Wind Turbine

Tranformer in nacelle or in offshore substation steps up voltage for transmission

Transmission lines carry electricity long distances under water to land

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Transmission lines carry electricity long distances

Onshore substation with transformers to adjust voltage for further transmission

Power Tower

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Distribution lines carry electricity to houses

Step-down transformer reduces voltage (substation)

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Electric Poles

Neighborhood transformer on pole steps down voltage before entering house

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Voltage

The force or pressure that pushes electrons in a circuit is called voltage. Using the water analogy, if a tank of water were suspended one meter above the ground with a one-centimeter pipe coming out of the bottom, the water pressure would be similar to the force of a shower. If the same water tank were suspended 10 meters above the ground, the force of the water would be much greater, possibly enough to hurt you.

Voltage Voltage Water Tank

Voltage (V) is a measure of the pressure applied to electrons to make them move. It is a measure of the strength of the current in a circuit and is measured in volts (V). Just as the 10-meter tank applies greater pressure than the one-meter tank, a 10-volt power supply (such as a battery) would apply greater pressure than a one volt power supply.

10 m

AA batteries are 1.5 volt; they apply a small amount of voltage for lighting small flashlight bulbs.

A car usually has a 12-volt battery—it applies more voltage to push current through circuits to operate the radio or defroster.

The standard voltage of wall outlets is 120 volts—a dangerous voltage. An electric clothes dryer is usually wired at 240 volts—a very dangerous voltage.

Current

Water Tank 1m

Current

The flow of electrons can be compared to the flow of water. The water current is the number of molecules of water flowing past a fixed point; electric current (I) is the number of electrons flowing past a fixed point.

With electricity, conducting wires take the place of the pipe. As the cross-sectional area of the wire increases, so does the amount of electric current (number of electrons) that can flow through it.

Current is measured in amperes (A).

Resistance

Resistance (R) is a force that opposes the movement of electrons, slowing their flow. Using the water analogy, resistance is anything that slows water flow, such as a smaller pipe or fins on the inside of a pipe. In electrical terms, the resistance of a conducting wire depends on the properties of the metal used to make the wire and the wire’s diameter. Copper, aluminum, and silver—metals used in conducting wires—have different resistance.

Resistance Resistance

Water Tank

Water Tank

No Resistance

Resistance

Resistance is measured in units called ohms (Ω). There are devices called resistors, with set resistances, that can be placed in circuits to reduce or control the current flow. Any device placed in a circuit to do work is called a load. The light bulb in a flashlight is a load. A television plugged into a wall outlet is also a load. Every load has resistance.

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Ohm’s Law

The relationship between voltage, current, and resistance is defined in Ohm’s Law. George Ohm, a German physicist, discovered that in many materials, especially metals, the current is proportional to the voltage. He found that if he doubled the voltage, the current also doubled. If he reduced the voltage by half, the current dropped by half. The resistance of the material remained the same. This relationship is called Ohm’s Law and can be described using the formula to the right.

Ohm’s Law Voltage = current x resistance V=IxR

Power (P) is a measure of the rate of doing work or the rate at which energy is converted. Electric power is the rate at which electricity is produced or consumed. Using the water analogy, electric power is the combination of the water pressure (voltage) and the rate of flow (current) that results in the ability to do work.

I=V/R

The electrical energy that a device consumes can be determined if you know how long (time) it consumes electric power at a specific rate (power). To find the amount of energy consumed, you multiply the rate of energy consumption (watts) by the amount of time (hours) that it is being consumed. Electrical energy is measured in watt-hours (Wh).

A=V/Ω

or

Ω=V/A

Formulas for Measuring Electricity The formula pie works for any three variable equation. Put your finger on the variable you want to solve for and the operation you need is revealed.

V=IxR I = V/R R = V/I

Electric power is defined as the amount of electric current flowing due to an applied voltage. It is the amount of electricity required to start or operate a load for one second. Electric power is measured in watts (W).

Electrical energy introduces the concept of time to electric power.

In the water analogy, it would be the amount of water falling through the pipe over a period of time. When we talk about using power over time, we are talking about using energy. Using our water example, we could look at how much work could be done by the water in the time that it takes for the tank to empty.

or

Resistance = voltage / current

A large pipe carries more water (current) than a small pipe. Water at a height of 10 meters has much greater force (voltage) than at a height of one meter. The power of water flowing through a one centimeter pipe from a height of one meter is much less than water through a 10-centimeter pipe from 10 meters.

Electrical Energy

V=AxΩ

Current = voltage / resistance R=V/I

Electric Power

or

The distance traveled represents the work done by the car. When we look at power, we are talking about the rate that electrical energy is being produced or consumed. Energy is analogous to the distance traveled or the work done by the car.

A person wouldn’t say he took a 40-mile per hour trip because that is the rate. The person would say he took a 40-mile trip. We would describe the trip in terms of distance traveled, not rate traveled. The distance represents the amount of work done. The same applies with electrical energy. You would not say you used 100 watts of light energy to read a book, because a watt represents the rate you use energy, not the total energy used. The amount of energy used would be calculated by multiplying the rate by the amount of time you read.

energy (E) = power (P) x time (t) E = P x t or E = W x h = Wh Another way to think about power and energy is with an analogy to traveling. If a person travels in a car at a rate of 40 miles per hour (mph), to find the total distance traveled, one would multiply the rate of travel by the amount of time traveled at that rate. If a car travels for one hour at 40 miles per hour, it would travel 40 miles. distance = 40 mph x 1 hour = 40 miles If a car travels for three hours at 40 miles per hour, it would travel 120 miles. distance = 40 mph x 3 hours = 120 miles

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Generating Electricity Offshore With Wind

To minimize maintenance costs, turbines and towers have high grade exterior paint. They are typically painted light grey or offwhite to help them blend into the sky, reducing visual impacts from the shore. Lower sections of the support towers may be painted bright colors to increase navigational safety for passing vessels. Offshore turbines also include navigation and aviation warning lights.

To take advantage of the steadier winds, offshore turbines are bigger than onshore turbines and have an increased generation capacity. Offshore turbines generally have nameplate capacities between 2 megawatts (MW) up to as high as 9 MW, with tower heights greater than 61 meters (200 feet) and rotor diameters of 76 meters (250 feet) or more. Future models will be rated at even higher capacities, (12-15MW), with even larger dimensions. The maximum height of the structure, at the very tips of the blades, can easily approach or exeed 152 meters (500 feet) or more.

Rotor Hub

Nacelle Tower

Generator Gene Ge neraato t r

Floating Offshore Wind Turbine (FOWT) Max Height:

*~800ft to 900ft

Blade Rotor Hub Nacelle

Rotor Diameter: *705ft to 787ft

Tower

Tower:

Foundation

Floating Offshore Wind Turbines (FOWT)

*452ft to 492ft

Service operation vessel

When water is too deep for a monopile to be practical, a floating turbine is necessary. From the tower up, the floating turbine is the same as an anchored turbine, with its tower, nacelle, hub, and blades. But under the tower, the foundation is very different.

The supporting structure of a floating turbine can take many shapes, but the key component is a floating foundation that is tethered to anchors on the sea floor with mooring lines.

Low-speed shaft Low-sp Gear box High-speed shaft

de

The nacelle is a rectangular box that encloses the gear box, generator, hub, and electronic components. It is specially designed to protect the machinery and electronics inside from corrosive sea water. The nacelle may have its own heating and cooling system, which maintains the temperature inside the nacelle and keeps gear oil working smoothly. There may be an automatic greasing system to lubricate bearings and blades. Wind sensors on the turbine are connected to a system that always keeps the nacelle facing into the wind. This maximizes the amount of electricity produced.

Wind Turbine Diagram Blade

Building commercial-scale offshore wind farms depends on sitespecific conditions, such as water depth, geology of the seabed, and wave attributes. In shallow water four to thirty meters (13-100 feet) deep, a large steel tube called a monopile is used as one type of foundation. A monopile may be six meters (20 feet) across. It is driven into the seabed 24 to 30 meters (78-100 feet) below the mud line. The monopile or other foundation structure supports the tower and nacelle. Offshore turbine foundations must be designed to withstand the harsh environment of the ocean, including storm waves, hurricane-force winds, and even ice flows.

Bla

Offshore Wind Turbine Technology

Floating Support Structures

Autonomous Underwater Vehicle (AUV)

Mooring Lines Electricity Cables

Water Depth:

195ft - 4265ft+

*measurements are based on the average 12-15 MW turbine.

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Generating and Transporting Electricity Wind turbines work by slowing down the speed of the wind. All wind turbines operate in the same basic manner. As the wind blows, it flows over the airfoil-shaped blades of the wind turbine, causing the turbine blades to spin. The blades are connected to a shaft that turns an electric generator to produce electricity. The newest wind turbines are highly technologically advanced, and include a number of engineering and mechanical innovations to help maximize efficiency and increase the production of electricity.

Electricity generated by offshore wind turbines needs to be transmitted to shore and connected to the power grid. Offshore, each turbine is connected to an electric service platform (ESP) by a power cable. In a large wind farm, the ESP might function as a central service facility, with a helicopter landing pad, communications station, crew quarters, and emergency backup equipment. The ESP works as a substation collecting the electricity generated by each turbine. High voltage cables transmit the electricity from the ESP to an onshore substation.

Onshore, the power is integrated into the grid.

Power cables are typically buried beneath the seabed, where they are safe from damage caused by anchors or fishing gear and to reduce their exposure to the marine environment. The cables and their installation are very expensive, and are a major factor in the cost of building an offshore wind farm. The amount of cable used depends on many factors, including how far offshore the project is located, the spacing between turbines, and maneuvering around obstacles on the ocean floor.

Offshore Wind Development The first offshore wind project was installed off the coast of Denmark in 1991. Since that time, commercial-scale offshore wind facilities have been operating in shallow waters around the world. Europe currently leads the offshore wind farm industry with over 1,900 turbines installed and grid connected in Great Britain, Denmark, Germany, Belgium, the Netherlands, Sweden, Finland, Norway, and Ireland. Other areas of the world rely on offshore wind power, too, including China and Japan. The largest offshore wind farm in the world is the London Array in the United Kingdom, with 175 turbines and 630 MW of capacity.

All of these projects are offshore wind generation sites that are anchored to the ocean floor. However, floating wind farms are being developed in what has been called the next generation of offshore wind generation.

The world’s first floating offshore wind farm is Hywind Scotland, 18 miles off the northeast coast of Scotland in the North Sea. Consisting of five floating wind turbines, the project has a combined capacity of 30 MW. In March, 2018, the project reached the milestone of 65 percent capacity factor; for comparison, most onshore wind farms in the United States reach 37 percent capacity factor.

Floating Wind Turbine Technology in the U.S. Developing a wind farm in the open ocean poses different technology challenges than a wind farm on land. In the waters near Maine, the best areas of wind potential are in deeper waters where conventional turbine technology is not practical. Here, floating wind turbines may provide the solution.

In 2013, the University of Maine installed a prototype concrete composite floating platform wind turbine off the coast of Castine, Maine. This prototype is the first grid-connected offshore wind turbine to operate anywhere in the United States. It is also the first of its kind to be deployed in the world. The 20 meter-tall VolturnUS wind turbine is one-eighth the scale of a commercial installation.

It is being used to collect data that will help engineers improve floating wind turbine designs.

Analyzing building materials and costs associated with building offshore turbines is an important aspect of this prototype project.

The floating turbine design features a unique semi-submersible platform that uses a lower cost concrete foundation in addition to a lighter weight composite tower. The design may help reduce the overall cost of the system while ensuring high performance and efficiency.

VOLTURNUS PROTOTYPE

Currently, there is only one operational, commercial offshore wind farm in the U.S. However, several projects are in the concept, planning, and construction stages, mostly in the Northeast and Mid-Atlantic regions. Projects are also being considered along the Great Lakes, the Gulf of Mexico, and the Pacific Coast.

The first offshore wind farm in the United States, the Orsted Deepwater Wind project, southeast of Block Island in Rhode Island, began construction in 2015 and was completed in 2016. The five turbine, 30MW wind farm was brought online late in 2016, and has the ability to power roughly 17,000 homes per year, reducing the reliance on diesel-fired electricity generation and improving air quality for residents.

In July 2018, Deepwater Wind and the state of Rhode Island announced a new project, Revolution Wind, to be built off the coast of Rhode Island. Designed with 50 turbines combining for 400 MW capacity, Revolution Wind is scheduled to begin producing electricity in or after 2023. ©2021 The NEED Project

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Image courtesy of CIANBRO

Image courtesy of University of Maine

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The Science of Floating Offshore Wind Make it Float Have you ever wondered why some objects float, and others do not? The answer lies in the density of an object. Density is defined as the mass per unit volume and is measured in grams per cubic centimeter (g/cm3). Let’s assume we have a painted block, and we don’t know what it’s made of. Will it float in water? If the block’s density is lower than the density of water, it will float. If the block has a density higher than water’s density, it will sink. If the densities are equal, the object will hover in a suspended state, neither floating nor sinking.

A Cube Of Steel Will Sink 50m 1kg

Fb = p x V x g = (1)(0.125)(9.81) = 1.227N

The science behind floating extends deeper than just density. The force that keeps an object floating on a fluid, like water, is called buoyant force, or the force exerted on an object that is partly or completely immersed in a fluid. Buoyancy is caused by the differences in pressure acting on opposite sides of the immersed object. The unit of the buoyant force is the Newton (N).

What Floats Your Boat?

Imagine we have one kilogram (1 kg) of steel. If that steel was shaped into a cube, it would be about 0.5 meters (50 cm) on a side, and have a volume of about 0.125 m3 (0.5m x 0.5m x 0.5m).

The weight of the cube would be about 9.81 N, because W=mg, where W is the weight (N), m is the mass of the object (kg), and g is the acceleration due to gravity (9.81 m/s2), and 1.00 × 9.81 = 9.81.

In order to float, the water must be able to balance the weight of the cube with a supporting force pushing up on the cube. So, how forcefully is the water pushing up on the cube?

The buoyant force of the cube is calculated using the equation Fb= ρ × V × g where Fb is the buoyant force, ρ is the density of the water (1.00 kg/m3), V is the volume of the water displaced by the object (m3), and g is the acceleration due to gravity (9.81 m/s2).

Because our cube will displace a maximum of 0.125 m3 of water, and the density of water is 1.00 kg/m3, the maximum buoyant force water can provide the cube is 1.00 × 0.125 × 9.81, or 1.23 Newtons. Since the weight is greater than the maximum buoyant force, the cube sinks. And, given that our cube is made of steel, this isn’t at all surprising to anyone who understands that dense objects like steel cubes sink.

Suppose we flatten that 1.00 kg of steel out and make a boat out of it, so the volume is 100 times bigger? The volume of the boat is now 12.5 m3, but the weight is the same 9.81 N. Will it float? The weight is the same, so only the buoyant force will change. Now our buoyant force is calculated Fb = 1.00 × 12.5 × 9.81, and comes out to 123 Newtons. Indeed, the boat floats (as we would expect).

Comparing the steel cube to the steel boat illustrates Archimedes Law, that an immersed object is buoyed by a force equal to the weight of the fluid displaced. When we calculated the maximum buoyant force, Fb, we calculated the weight of the water displaced if the entire steel cube or boat was completely submerged, (the

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Weight = m x g = (1)(9.81) = 9.81N

W > Fb so the cube sinks

A Boat of Steel 100x Bigger Will Float

1kg

Weight = m x g = (1)(9.81) = 9.81N

Fb = p x V x g = (1)(0.125)(9.81) = 1.227N Fb > W so the cube floats top was exactly even with the surface of the water). We don’t want a boat to fill with water. If the weight of the object is less than the weight of the water it displaces, it will float. If the weight of the object exceeds the weight of the water it displaces, kerplunk!

Down it goes.

Straighten Up and Float Right

The next obstacle to overcome when trying to make heavy objects like of steel float in water is to make sure they don’t tip over. A steelhulled ship that lies on its side is not useful to anyone. A base for a wind turbine that flops over on its side is also useless. What do engineers to do to keep everything upright?

The answer lies in locating the center of gravity. Every object has a point called the center of gravity, and it is the point at which the force due to gravity is focused. Some vehicles have a high center of gravity, and must go slower around corners and curves than

©2021 The NEED Project

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vehicles with a lower center of gravity. Think about a delivery truck compared to a flat, low sports car. The sports car can move around curves at a much higher rate of speed than the delivery truck, even if they have the same weight. Why? The sports car has a low center of gravity, between or below the wheels, and that keeps the car from tipping over. The delivery truck’s center of gravity is located above the wheels, so it is prone to tipping over.

The best way to keep a floating object from tipping over is to add weight to the bottom. Inflatable pool toys shaped to look like unicorns or swimming birds have some weight in the underside that keeps them upright. Sailboats can stay mostly upright because of weight in their bottom (keel). By loading the bottom of the object with more weight than the top, the center of gravity is shifted downward and the object floats upright.

Until very recently, all of the focus on U.S. offshore wind generation has been along the east coast, where the continental shelf extends further out from shore as compared to the west coast. However, the Pacific coast, namely off of central California, has some of the highest consistent wind speeds. Because of the depth of water in this area, floating turbine technology is needed.

NORTHEASTERN U.S. OCEAN FLOOR DEPTH MAP

Portland

Boston

To Float or Not To Float, That Is The Question Most offshore wind turbines currently installed in the U.S. are anchored firmly to the seafloor and remain fixed in one position for their entire operating lives. However, many of the places in U.S. waters where the wind is strongest are also where the water is too deep for a conventional, fixed bottom turbine. This is when a floating turbine is most appropriate.

Other countries have installed commercial floating wind farms. The first, Hywind in Scotland, has 5 turbines for a combined generating capacity of 30 MW. In 2019, WindFloat Atlantic installed three turbines off Portugal. The combined 25 MW generating capacity can provide power to 60,000 people.

New York City Philadelphia Baltimore

Seafloor Depth (feet)

Norfolk

0

9,000

20,000

30,000

Image source: NOAA

OFFSHORE WIND TURBINE TYPES

WEST COAST U.S. OCEAN FLOOR DEPTH MAP

Eureka

Sacramento San Francisco

Seafloor Depth (feet) 0

9,000

20,000

30,000

Image source: NOAA Image courtesy of NREL

This illustration shows the different ways offshore wind turbines can be anchored to the sea floor. Note that when the depth of water increases, floating foundations are used. ©2021 The NEED Project

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39

The Ocean Floor Most topographical or political maps of the world depict the oceans as large, featureless blue spaces. Some show major features like the Mid-Atlantic Ridge or Marianas Trench, but the rest of the ocean is depicted as a flat, uninteresting plain. Nothing could be further from the truth. The ocean floor is a dynamic, interesting place with peaks, valleys, slopes, canyons, and all the other physical features we see on land. The only difference is one is covered with salt water.

The ocean floor has many of the same hazards as we experience on land. Landslides, volcanic activity, and earthquakes all affect the inhabitants and features of the ocean. Tsunamis can dramatically alter the ocean floor, and some soils at the bottom of the ocean are prone to liquefaction, where the soil and water mix creating an unstable fluid.

Because the Pacific coast is more vulnerable to volcanic activity, earthquakes, and tsunamis, liquefaction is also a greater risk than experienced on the Atlantic side of the U.S. These factors contribute to floating turbine technology being necessary to take advantage of the wind speeds offshore, and must be considered when placing and anchoring floating wind turbines.

Floating Turbines and the Marine Environment Like with any big project, developers and regulators must assess the potential impacts on all stakeholders and the environment.

In the case of floating offshore wind turbines, the stakeholders include the marine organisms that live or migrate through the affected areas.

Organisms that live on the seafloor are referred to as benthic organisms. Organisms that live in any environment are determined by a combination of abiotic (nonliving) and biotic (living) factors.

Common benthic organisms that live at the depths where the floating offshore wind farms may be built include corals, sponges, echinoderms, mollusks, cephalopods, and crustaceans. While the initial construction phase will disrupt some benthic organisms, the structures used for anchoring the floating turbines will provide additional surface area that these organisms will colonize, thus creating an artificial reef structure. Artificial reefs have been used in other parts of the globe to enhance marine ecosystems.

Organisms that live in the water column and can move around are referred to as pelagic organisms. Some, like most phytoplankton, are free floating, and many are active swimmers including, zooplankton, fish, and marine mammals. The greatest concerns related to offshore development is around potential impacts on marine mammals, specifically whales and other species.

The greatest factors of concern related to marine mammals are sound, entanglement potential, and possible vessel collisions.

To assess potential risk, scientists are studying migration and feeding patterns through studies involving direct observation from ships and tagging studies. Communication between whales is studied through analysis of data from hydrophones, underwater microphones, to learn more about the sound frequencies they use and how that overlaps or does not overlap with the sound frequencies generated by the turbines.

40

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Science of Electricity ? Question  How

is electricity generated?

 ! Caution The

magnets used in this model are very strong. Refer to page 43 for rmore safety information.

Use

caution with nails and scissors when puncturing the bottle.

 Materials 1 Small bottle 1 Rubber stopper with ¼” hole 1 Wooden dowel (12” x ¼”) 4 Strong rectangle magnets 1 Foam tube 1 Small nail

1 Large nail Spool

of magnet wire Permanent

marker 1 Pair sharp scissors Masking

tape Fine

sandpaper

1 Push pin 1 Multimeter with alligator clips Hand

operated pencil sharpener Ruler

Utility

knife (optional)

2 Preparing the Bottle 1. If needed, cut the top off of the bottle so you have a smooth edge and your hand can fit inside. This step may not be necessary. If necessary, a utility knife may be of assistance.

2. Pick a spot at the base of the bottle. (HINT: If the bottle you are using has visible seams, measure along these lines so your holes will be on the opposite sides of the bottle.) Measure 10 centimeters (cm) up from the base and mark this location with a permanent marker.

3. On the exact opposite side of the bottle, measure 10 cm up and mark this location with a permanent marker.

4. Over each mark, poke a hole with a push pin. Do not distort the shape of the bottle as you do this.

CAUTION: Hold a rubber stopper inside the bottle behind where the hole will be so the push pin, and later the nails, will hit the rubber stopper and not your hand, once it pokes through the bottle.

5. Widen each hole by pushing a nail through it. Continue making the hole bigger by circling the edge of the hole with the side of the nail.

(A 9/32 drill bit twisted slowly also works, using a rubber stopper on the end of the bit as a handle.)

7. Remove the dowel and insert it into the opposite hole. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel. An ink pen will also work to enlarge the hole. Be careful not to make the hole too large, however.

BOTTLE

8. Insert the dowel through both holes. Hold each end of the dowel and swing the bottle around the dowel. You should have a smooth rotation. Make adjustments as needed. Take the dowel out of the bottle and set aside.

tape

6. Sharpen one end of the dowel using a hand operated pencil sharpener (the dowel does not have to sharpen into a fine point). Push the sharpened end of the dowel rod through the first hole. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel.

9. With a permanent marker, label one hole “A” and the other hole “B.”

cm

tape

10

Generator Assembly: Part 1

cm

2. Take the bottle and the magnet wire. Leave a 10 cm tail, and tape the wire to the bottle about 2 cm below hole A. Wrap the wire clockwise 200 times, stacking each wire wrap on top of each other.

Keep the wire wrap below the holes, but be careful not to cover the holes, or get too far away from the holes.

10

1. Tear 6 pieces of tape approximately 6 cm long each and set aside.

tape

tape

DO NOT CUT WIRE BETWEEN COILS

3. DO NOT cut the wire. Use two pieces of tape to hold the coil of wire in place; do not cover the holes in the bottle with tape (see diagram).

4. Without cutting the wire, move the wire about 2 cm above the hole to begin the second coil of wraps in a clockwise direction. Tape the wire to secure it in place. ©2021 The NEED Project

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41

5. Wrap the wire 200 times clockwise, again stacking each wrap on top of each other. Hold the coil in place with tape.

Diagram 1

Diagram 1

6. Unwind 10 cm of wire (for a tail) from the spool and cut the wire.

Stacked Magnets End View

7. Check your coil wraps. Using your fingers, pinch the individual wire wraps to make sure the wire is close together and close to the holes. Re-tape the coils in place as needed.

1. Measure 4 cm from the end of the foam tube. Using scissors, carefully score a circle around the tube. Snap the piece from the tube. This piece is now your rotor.

3 1 N-face

4. Remove the small nail and insert the bigger nail.

5. Remove the nail and push the dowel through, then remove the dowel and set aside. Do NOT enlarge this hole.

rotor

N-face

S-face

4

Diagram 3

7. Place the magnets around the foam piece as shown in Diagram 2. Make sure you place the magnets at a distance so they do not snap back together.

3

- sticky side in ta p e

8. Wrap a piece of masking tape around the curved surface of the rotor, sticky side out. Tape it down at one spot, if helpful.

marked-end

rotor ta p

2

de

ou

1

marked-end

marked-end

t

e ap

t

9. Lift the marked end of Magnet 1 to a vertical position and attach it to the rotor.

Repeat for Magnets 2, 3, and 4.

WARNING: These magnets are very strong. Use caution when handling.

2

marked-end

6. Stack the four magnets together. While stacked, mark one end (it does not matter which end) of each of the stacked magnets with a permanent marker as shown in Diagram 1.

10. Secure the magnets in place by wrapping another piece of masking tape over the magnets, sticky side in (Diagram 3).

marked-end

marked-end marked-end

2. On the flat ends of the rotor, measure to find the center point. Mark this location with a permanent marker.

3. Insert the small nail directly through the rotor’s center using your mark as a guide.

S-face

Diagram 2

Rotor Assembly

e - s t ic k y

si

marked-end

Generator Assembly: Part 2

ta p

1. Slide the sharp end of the dowel through Hole A of the bottle.

e

4

2. Inside the bottle, put on a stopper, the rotor, and another stopper. The stoppers should hold the foam rotor in place. If the rotor spins freely on the axis, push the two stoppers closer against the rotor. This is a pressure fit and no glue is needed.

3. Slide the sharp end of the dowel through Hole B until it sticks out about 4 cm from the bottle.

4. Make sure your dowel can spin freely. Adjust the rotor so it is in the middle of the bottle.

5. Using fine sandpaper, remove the enamel coating from 4 cm of the end of each wire tail, leaving bare copper wires. (This step may need to be repeated again later if re-testing the model).

42

Magnet Assembly

©2021 The NEED Project

rubber stopper

rubber stopper

BOTTLE

Dowel

Floating Offshore Wind Teacher & Student Guide

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Assembly Notes The

stoppers can be cut in half so that one stopper is made into two, to allow for more materials. These often slide more easily on the dowel. This must be done using sharp scissors or a utility knife, and can often be dangerous. As this step is not required (the kit supplies you with two stoppers to use), exercise extreme caution.

If the foam rotor fits snugly on the dowel, put the stoppers on the outside of the bottle to help center the rotor in the bottle. Leave enough space to allow free rotation of the rotor.

The

dowel may be lubricated with lip balm or oil for ease of sliding the stoppers, if necessary.

If a glue gun is available, magnets can be attached to the rotor on edge or on end to get them closer to the coils of wire. Use the magnet to make an indentation into the foam. Lay down a bead of glue, and attach the magnets. If placing the magnets on end, however, make sure they clear the sides of the bottle for rotation.

Testing the Science of Electricity Model 1. Connect the leads to the multimeter to obtain a DC Voltage reading.

2. Connect one alligator clip to each end of the magnet wire. Connect the other end of the alligator clips to the multimeter probes.

3. Set your multimeter to DC Voltage 200 mV (millivolts). Voltage measures the pressure that pushes electrons through a circuit. You will be measuring millivolts, or thousandths of a volt.

4. Demonstrate to the class, or allow students to test, how spinning the dowel rod with the rotor will generate electricity as evidenced by a voltage reading. As appropriate for your class, you may switch the dial between 200 mV and 20 volts. Discuss the difference in readings and the decimal placement.* 5. Optional: Redesign the generator to test different variables including the number of wire wraps, different magnet strengths, and number of magnets. *Speed of rotation will impact meter readings.

(NOT USED)

Note: Your multimeter may look different than the one shown. Read the instruction manual included in the multimeter box for safety information and complete operating instructions.

Troubleshooting If you are unable to get a voltage or current reading, double check the following: Did you remove the enamel coating from the ends of the magnet wire?

Are the magnets oriented correctly?

The

magnet wire should not have been cut as you wrapped 200 wraps below the bottle holes and 200 wraps above the bottle holes.

It should be one continuous wire.

Are you able to spin the dowel freely? Is there too much friction between the dowel and the bottle?

Is the rotor spinning freely on the dowel? Adjust the rubber stoppers so there is a tight fit, and the rotor does not spin independently.

 ! Magnet Safety The magnets in the Science of Electricity Model are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions: When

you set the magnets down, place them far enough away from each other that the magnets won’t snap back together.

The

tape should hold the magnets on. If you want something stronger and more permanent you can use hot glue.

When

you are finished with the magnets and ready to store them, put a small piece of cardboard between them.

Keep

magnets away from your computer screen, cell phone, debit/credit cards, and ID badges.

©2021 The NEED Project

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43

Buoyancy In A Bottle ? Question  How can bottles be used to model buoyancy?

 Hypothesis Write a statement describing how you think water bottles and sand can be used to model buoyancy as it relates to a floating wind turbine.

 Materials 1 Empty water or soda bottle Clean

play sand Tub

of water Water

(extra if needed)

Balance

Paper

towels / towels Marker

Procedure 1. Check the depth of water in your tub. Add water if necessary until the water is within 7-10 cm from the top. The water needs to be deeper than the bottles are tall.

2. Record the volume, in cm3, of the bottles you are using. Remove the labels from the bottles.

Conversion: 1 mL = 1 cm3 3. Measure the mass of the empty bottle. Record it in the data table.

4. Use a permanent marker to mark the half-way point from top to bottom of the bottle.

5. Put the cap on the bottle tightly and place it in the water in the tub. Record your observations. Does it float upright? What happens when you try to stand it up? Can it stand “on its head?” What happens when you try to force it to float upside-down?

6. Fill the bottle with sand. Replace the cap and measure its mass.

7. Put the bottle full of sand in the tub of water. Record your observations. Does it float? Does it sink? How quickly does it sink?

8. Dump the sand out of the bottle.

9. Based on your observations from steps 5 and 7 above, estimate the amount of sand you need to add to get it to float halfway in the water while remaining upright. Add that amount of sand to the bottle. Replace the cap and test your estimation.

10. Repeat step 9 until you have found the amount of sand needed in the bottle to allow the bottle to float upright, halfway in and halfway out of the water. Record this mass in the data table.

11. Save this bottle for the Anchoring a Floating Wind Turbine activity.

 Data and Observations Bottle/sand combination

Volume of bottle (cm3)

Mass of bottle and sand (g)

Density of bottle contents (g/cm3)

Empty

Full of sand

Bottle floats half in, half out of water Record observations of the empty and full bottles here. Include diagrams, if helpful.

44

©2021 The NEED Project

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 Data and Observations, Continued DIAGRAMS:

 Conclusions 1. What was the density of the empty bottle?

2. What was the density of the full bottle?

3. What was the density of the bottle that floated halfway in the water?

4. Make a diagram of the bottle that floated halfway in the water. Estimate the location of the center of gravity. Explain your reasoning for this being the center of gravity.

 Extension Design an investigation to scientifically locate the center of gravity of the bottle that floated halfway in the water.

©2021 The NEED Project

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45

Anchoring a Floating Wind Turbine ? Question  How are floating wind turbines anchored to the bottom of the ocean?

 Hypothesis Write a statement outlining the materials or procedure you think is used to anchor a floating wind turbine. Describe how you would model this.

 Materials 1 Empty water or soda bottle, prepared as identified in Buoyancy in a Bottle Tub

of water Clean

play sand Water

(extra as needed) 100

Paper clips 12” X ½” PVC pipe

Hot

glue gun and glue sticks 3 Identical snack-size plastic bowls with lids Rubber

bands, string, fishing line, or other “line” material that is provided to you Push

pin or sharp object Fan

Paper

towels / towels

Procedure 1. Unpack the bowls and remove the lids. Poke a hole in the center of the lid with a push pin or other sharp object. Don’t make a hole bigger than the wire in a paper clip.

2. Open one side of a paper clip so it looks like a loop with a stick. Insert the straight portion of the clip into the hole you made in the bowl lid so the loop is on the outside of the lid. Glue in place so the loop of the paper clip stays in place and the lid is water-tight.

3. Fill the container with sand. Place the lid on tightly.

4. Repeat steps 1-3 for the other containers. These will now be called "anchors". Place the anchors on the bottom of your “ocean” in the large tub.

Refill or replace any displaced water.

5. Open 3 more paper clips as you did for the containers in steps 1-4. Glue each to the sides of the bottle, evenly spaced apart, the same distance up from the bottom.

6. Use rubber bands, string, or fishing line to attach the bottle to the anchors by tying the line to the clips on the anchors and the bottles. Record your observations.

7. If necessary, make adjustment to the placement of the paper clip loops on the side of the bottle. Should they be moved higher or lower? Any other adjustments? Make one change at a time and make the same changes to all three clip loops, recording your observations each time.

8. When you are satisfied with your anchoring system, add the piece of PVC pipe to the top of your bottle to simulate a wind turbine. Do you need to make any adjustments? If so, do it one variable at a time as you did in step 7.

9. When you have everything adjusted satisfactorily, turn the fan on so it is blowing on the entire system. Does your system still anchor the “wind turbine” well? If not, make adjustments as before, changing only one thing at a time and recording your observations each time.

 Data and Observations Make a diagram of your sand-filled bottle with the loops on the side:

46

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Use the table below to record the changes you make to the bottle, paper clip loops, and lines as you perfect your system.

Bottle description

Does it operate satisfactorily? yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

If no, what one thing will you change?

Observations

 Conclusions 1. What was the best system for anchoring your bottle to the bottom of the tub of water?

Cite evidence from the activity to support your claim.

2. Were any adjustments necessary after adding the PVC pipe to simulate the wind turbine? Were any adjustments necessary after turning on the fan? Explain your answers.

©2021 The NEED Project

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47

Wind Can Do Work ? Question  What is the maximum load that can be lifted all of the way to the top of the windmill shaft?

 Hypothesis Write a statement describing the design and predicted output (paper clips lifted).

 Materials 4-Blade

Windmill Template 1 Extra-long straw 1 Small straw Masking

tape 50 cm String or thread Paper

clips Large

foam cup

2 Straight pins Binder

clip Fan

Ruler

Hole

punch Marker

Scissors

Procedure 1. Turn the cup upside down.

2. Cut the longer straw so that you have an 8 cm length. Share the other portion with another student or group, or discard it. Tape this straw horizontally to the bottom of the cup (which is now the top) so that there is an equal amount of straw on both ends. Set this aside.

3. Prepare the windmill blades using the 4-Blade Windmill Template.

4. Measure 1.0 cm from the end of the small straw and make a mark. Insert a pin through the small straw at this mark.

This is the front of the straw.

5. Slide the small straw through the windmill blades until the back of the blades rest against the pin. Gently slide each blade over the end of the straw. Secure the blades to the straw using tape, or pin.

6. Insert the small straw into the larger straw on the cup.

7. Tape the string to the end of the small straw. Tie the other end of the string to a paper clip. Make sure you have 30 cm of string from the straw to the top of the paper clip.

8. On the very end of the small straw near where the string is attached, fasten a binder clip in place for balance and to keep the string winding around the straw.

9. Slide the small straw forward to bring the binder clip next to the larger straw. Place a second straight pin through the small straw at the other end of the larger straw. This will keep the blades away from the cup while still allowing them to move and spin.

10. Place your windmill in front of the fan and observe. Record observations in your science notebooks.

11. Investigate: Keep adding paper clips one at a time to determine the maximum load that can be lifted all of the way to the top. Record your data.

 Conclusion Draw a diagram of the system. Label the energy transformations that occurred in order for work to take place.

48

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Floating Offshore Wind Model ? Question  Can an floating offshore wind turbine do the same work as a turbine on shore?

 Hypothesis Write a statement describing any challenges or conditions that might impact a floating turbine's function.

 Materials 4-Blade

Windmill Template 1 Extra-long straw 1 Small straw Masking

tape 50 cm String or thread Paper

clips 2 Straight pins 5 Binder clips Fan

Ruler

Hole

punch Marker

Scissors

5 x ½” PVC caps 4 x ½” PVC elbows 3 x ½” PVC “T’s” 10 x 6 “ pieces of ½” PVC 2 x 8” pieces of ½” PVC 1 x 12” pieces of ½” PVC 2 x 2.5” outer diameter / 1” inner diameter Galvanized washers 4 larger rubber bands.

Pliers

Hot

glue gun Styrofoam

"barge" Tub

of water Paper

towels / towels

Procedure OFFSHORE BASE ASSEMBLY 1. Make 2 identical “U-shaped” pieces using PVC in the following configuration: Cap /6” /Elbow /6” /T /6” /Elbow /6” /Cap. (see diagram below) 2. Connect the two “U-shaped” pieces with a 6”/T/6” combination so that all four caps point up. (See diagram on page 50) 3. On the 12” Piece, calibrate it by marking off inches or centimeters so that you can record the stability and center of gravity as you try various weights and lengths.

4. Attach the calibrated piece in the center of the structure and top with a ½” cap.

5. You are ready to install your pinwheel! Be sure to support the large straw on the tower cap with several layers of hot glue.

6. To hold your floating turbine in place, use 4 binder clips. Attach each binder clip to various spots on the rim of the container, then to one of the four caps in the corners of the floating structure using rubber bands.

7. Add washer weight as needed to lower your center of gravity and make your structure more stable.

NOTE: DO NOT GLUE connections. You may need a pair of pliers to pull pieces apart. Pieces will be fine if you put them together snugly, (hand tight). DO NOT USE A MALLET. The structure may take on water after a few minutes. If so, pop a cap off and drain.

C

C

PVC Parts T = Tee E = Elbow C = Cap

“U-Shaped Pieces” (Make 2) T E ©2021 The NEED Project

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49

PVC Parts T = Tee E = Elbow C = Cap

Straw C

C

E

C

T

12 11 10 9 8 7 6 5 4 3 2 1

*All lengths 6” except tower *Washers go at base of tower above T *These pieces experiment for stability (6” or 8”)

E

C

T

T

E

E

TURBINE ASSEMBLY 1. Cut the longer straw so that you have a 5 cm length. Share the other portion with another student or group, or discard it. Glue this straw horizontally to the top of the ½” cap, (which is now the top), so that there is an equal amount of straw on both ends. Set this aside.

2. Prepare the windmill blades using the 4-Blade Windmill Template. Your teacher may provide you a laminated copy. Ideally you will want your windmill to be waterproof in case your turbine tips over.

3. Measure 1.0 cm from the end of the small straw and make a mark. Insert a pin through the small straw at this mark. This is the front of the straw.

4. Slide the small straw through the windmill blades until the back of the blades rest against the pin. Gently slide each blade over the end of the straw. Secure the blades to the straw using tape.

5. Insert the small straw into the larger straw.

6. Tape the string to the end of the small straw. Tie the other end of the string to a paper clip. Make sure you have at least 20 cm of string from the straw to the top of the paper clip.

7. On the very end of the small straw near where the string is attached, fasten a binder clip in place for balance and to keep the string winding around the straw.

8. Slide the small straw forward to bring the binder clip next to the larger straw. Place a second straight pin through the small straw at the other end of the larger straw. This will keep the blades away from the tower while still allowing them to move and spin.

TURBINE INVESTIGATION 1. Place your turbine in front of the fan and observe. Record observations.

2. Float your foam barge near your turbine. Place the paper clips your turbine will lift on the foam barge to keep them out of the water.

Keep adding paper clips one at a time to determine the maximum load that can be lifted all of the way to the top. Record your data.

50

©2021 The NEED Project

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 Data and Observations Make a drawing of your turbine system. Label the important parts.

 Conclusion 1. How many paper clips did your turbine lift?

2. What is the mass of one paper clip? ___________ g

3. What is the maximum mass that your turbine could lift?

4. What are some improvements you could make to your turbine to allow it to lift more mass? If time and materials allow, make the modifications, one at a time, and test your ideas.

©2021 The NEED Project

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51

Building An Anemometer ½ cm

? Question  Does your school grounds contain locations with suitable wind for a wind turbine?

 Hypothesis Write a statement describing any locations and/or why they may or may not be suitable.

 Materials 1 Pencil 5 Snow cone cups 2 Extra-long straws Masking

tape Hole

punch

Scissors

1 Straight pin Marker

Watch

with second hand or stopwatch Ruler

Procedure BUILD AN ANEMOMETER 1. Cut the end off one cup to make a hole large enough for the pencil to fit in. Use the hole punch to make four holes in the top of the cup: two holes opposite each other very near the rim and two holes on opposite sides about a half-centimeter below the first holes, as shown in Diagram 1.

2. Slide the straws through the holes in the cup, as shown in Diagram 1.

3. Color one cup so that you can count the revolutions of the anemometer.

4. Use the hole punch to make two opposite holes in the other cups about 1 centimeter from the rim.

Slide one cup onto the end of each straw, making sure the cups face in the same direction. Tape the cups to the straws.

5. Center the straws in the base cup. Slide the base cup over the pencil as shown in Diagram 2 and push the pin through the middle of both straws and into the pencil eraser as far as you can to anchor the apparatus. Lift the straws slightly away from the eraser on the pin so that the apparatus spins easily. You might need to stretch the pin holes in the straws by pulling gently on the straws while holding the pin in place.

6. Take your anemometer outside and measure the speed of the wind in several areas around the school by counting the number of revolutions in 10 seconds and using the chart to determine miles per hour (mph). Record the time at which each measurement is taken. Compare your results with those of other students in the class.

REVOLUTIONS PER 10 SEC. 2-4 5-7 8-9 10-12 13-15 16-18 19-21 22-23 24-26 27-29 30-32 33-35 36-37 38-40 41-43 44-46 47-49 50-51 52-54 55-57

MPH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Diagram 2

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Mapping Microclimates  Background Airflow across a landscape is greatly impacted by natural and human-made structures. One of the benefits of offshore wind is the absence of structures to impede or disrupt airflow, leading to greater and more consistent electricity generation. In this activity, you will examine the microclimate around your school building to study how much wind speeds vary in this small area.

? Question  How do man-made and naturally-occurring structures affect the speed and direction of wind?

 Hypothesis Write a statement describing how you think the different shapes, heights, and positions of structures affect wind speed and direction.

Procedure 1. Go to https://www.arcgis.com/index.html, and click “Map.” 2. Click “Basemap” and select “Imagery hybrid.”

3. In the search box, type the address of your school.

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4. Adjust the zoom level with “+” or “-” to get your entire school campus in view. Click, hold, and drag to center the buildings where you want them.

5. Use a snipping tool to capture the aerial view of your school, and past it into a slide.

6. Through a class discussion, identify the areas around your school where your class would like to take measurements, and mark those locations on the map with a drawing tool.

7. Check the current conditions at your location to help you make predictions about wind speed variance locally. Go to https://www.weather.gov/gyx/WindSpeedAndDirection and type in the zip code for your location. Record the current wind speed and direction on your map.

8. As a class, decide which teams will assess each location you have decided to measure. Make sure each site is assessed by at least one team, so averages can be calculated. Each team will use an anemometer to gather data and assesses each site.

9. Number the testing locations to facilitate tracking measurements. Your teacher may direct you to record the data on a shared document, or you may be instructed to record the information in the data table.

10. Deploy teams and take measurements.

11. Each team should share their data or enter their data on a shared document. Identify team members if using a shared document.

12. Calculate the average speed for each location. Add the average wind speed for each location to your map.

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 Data and Observations MICROCLIMATE: WIND STUDY

Testing Site Number

Measurement 1

Measurement 2

Measurement 3

Average

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

 Conclusion 1. How did your predictions compare to actual measurements?

2. Are you confident that all of the classes measured values are valid? Why or why not?

3. Are there particular areas around your school that show drastically lower wind speeds compared to those that you found on the National Weather Service site? IF so, can you identify any features in the landscape that may be related to this reduction in wind speed.

4. We know it is important to have good wind data when making decisions about siting wind turbines. But, can you think of any other reasons why you might want to know about the microclimate around your home? How or why might you want to make changes in your landscape to impact the microclimate?

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Data: Energy Information Administration

0-10

100-1,000 1,000-2,000 2,000+

People/Square Mile 10-100

U.S. Population Density, 2019 U.S. Population Density, 2019

U.S. Transmission Grid

Data: Energy Information Administration ©2021 The NEED Project

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U.S. Offshore Wind Resources 58

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U.S. Offshore Wind Resources by Depth U.S. Offshore Wind Resource

Mid Atlantic

New England

Region

134.1

298.1

100.2

0 - 30

10.5

48.8

179.1

136.2

30 - 60

573.0

7.7

92.5

250.4

>60

GW by Depth (m)

S. Atlantic Bight 4.4

Hawaii

Gulf of Mexico

Great Lakes

Pacific Northwest

1,071.2

2.3

340.3

176.7

15.1

628.0

5.5

120.1

106.4

21.3

2,451.1

629.6

133.3

459.4

305.3

California

Total

Data: National Renewable Energy Laboratory

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300-400 400-500 500-600 600-800 800-1600

Fair Good Excellent Outstanding Superb

3 4 5 6 7

Wind Power Class Wind Power Density at 50m W/m2

U.S. Coastline Risks

Resource Potential

Wind Power Classification

Data: National Renewable Energy Laboratory

Deep Water

U.S. Coastline Challengess Freshwater Ice

Tropical Storms

Deep Water

U.S. Sea Floor Depth

Seafloor Depth (feet) 0

9,000

20,000

30,000

Data: Global Fishing Watch

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Commercial Fishing Activity

Apparent Fishing Effort

Data: Global Fishing Watch

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Coastal Military Bases

Data: Google Earth ©2021 The NEED Project

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BOEM Floating Offshore Wind Sites

Eureka

California

San Francisco

Federal/State Boundary

Morro Bay

Humboldt Call Area Morro Bay Call Area Diablo Canyon Call Area Data: BOEM

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Floating Offshore Wind Developer Proposal ? Question  Where are the best and worst sites for an floating offshore wind farm?

Procedure PART I Examine and compare each map provided. On the blank map on the following page, label two good and two poor locations for a floating wind farm of 3-5 turbines. Label two GOOD locations with the numbers 1 and 2. Color or shade these areas GREEN. Also label two POOR locations with the numbers 3 and 4. Color or shade these areas RED. In the space below, write one statement justifying why you would utilize or avoid each site.

1.

2.

3.

4.

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Development Team Members____________________________________________________________________________

Floating Offshore Wind Development Project

Procedure (continued) PART II After your development team selects their most promising location for siting the floating wind farm, make a list of the advantages and challenges for your site.

Advantages

Challenges

Identify stakeholders who may have an opinion related to the siting of the wind farm in your proposed area.

Stakeholder

Description

Opinions

 Conclusion How does your proposed site compare to others selected in the class? How does it compare to those identified as development sites by the Bureau of Ocean Energy Management? Would you still propose development on your site? Why or why not?

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Floating Offshore Wind Data Mapping Activity ? Question  How can floating offshore wind help meet electricity demand when other renewables are not available?

 Background We don’t use electricity at the same rate at all times during the day. The amount of electricity that we need all the time is called baseload power. It is the minimum amount of electricity that is needed 24 hours a day, 7 days a week. However, during the day at different times, and depending upon the weather and other factors, the amount of power that we use increases by different amounts. We use more power during the week than on the weekends because it is needed for offices and schools. We use more electricity during the summer than the winter because we need to keep our buildings cool. An increase in demand during specific times of the day or year is called peak demand. This peak demand represents the additional power above baseload power that a power company must be able to produce as needed.

When we consider locations for installing equipment to harness renewable energy, we must carefully study the resources available and the energy demands of the region. In this section, we will analyze the wind and solar resources on the west coast of the U.S. and the electricity demands in the adjacent areas.

Electricity Demand On a typical day, the electricity demand starts to go up around 5 a.m. when people begin waking up to get ready for school and work. Demand goes up even more in the afternoon as people start to go home to make dinner and relax for the evening, but businesses remain open. Later in the evening, the demand begins to drop off as people go to bed for the night and businesses shut down. (See Figure 1)

Figure 1: Average hourly electricity load during a typical day by region in different seasons. Data from EIA.

Average Monthly Solar Irradiance in 2019 100

Diurnal Cycles

90

60 50 40 30 20 10

Southern CA

r be

be r

ce m De

er

No ve m

be r

Oc

to b

t us

pt em

y

Se

Au g

Ju l

ne Ju

ay

il

M

Ap r

y ar

ar ch M

ru

ua

ry

0 Fe b

Electricity generation from photovoltaics (solar panels) depends on having enough solar irradiation or radiation from the sun.

This varies by latitude, season, and cloud cover. The timing of solar irradiation and the timing of electricity demands are key considerations. See Figure 2 for an example of the pattern of solar irradiation experienced in some parts of California.

70

Ja n

SOLAR IRRADIATION PATTERNS

80

W/m2

A diurnal cycle is any pattern that recurs every 24 hours as a result of one full rotation of the Earth around its own axis. Both solar and wind energy are impacted by diurnal cycles.

Northern CA

Figure 2: Average monthly solar irradiance in northern and southern California in 2019. Data from The National Solar Radiation Database

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OFFSHORE WIND PATTERNS During the day, the air above the land heats up more quickly than the air above water. The warm air over the land expands, becomes less dense and rises. The bigger the temperature difference, the faster the air from over the ocean moves in to replace the rising air over the land. So, as the day goes on the wind speed increases until the land begins to cool again after sunset. See Figure 3.

Figure 3: Diurnal power output for six different 6 MW offshore wind turbines in six locations during the month of March, 2016. Data from BOEM.

SOLVING THE DUCK PROBLEM Photovoltaics have been installed in rapidly increasing numbers in some parts of the country over the last several years. Since photovoltaics only generate electricity during daylight hours, this source of electricity has created a new challenge for regional Independent System Operators (ISOs) who help manage the demand. It is the responsibility of the ISO to coordinate, monitor, and control the operation of our electrical power systems to keep electricity flowing and meet the ever-changing demand in the most financially responsible way possible.

The “Duck Problem” refers to the shape of the curve when electricity demand is plotted against time-of-day for areas where a lot of solar has been installed. The way demand drops dramatically during midday when sunlight is most intense, then rises sharply as the sun begins to set in the sky, resembles a swimming duck. The curve shows electricity demand for the California Independent System Operator (CAISO) on any typical spring day, plotted against time. Several years’ worth of data are plotted on the same set of axes. As more families and businesses install solar systems on their buildings, the midday demand for electricity drops further.

Figure 4: California ISO, “What the duck curve tells us about managing a green grid”, 2016. Data from CAISO.

The U.S. Department of Energy identified three solutions to the Duck Problem in their video, “What is the Duck Curve?” The first solution is to add flexibility to the electrical power system. The second is to incentivize the reduction of evening energy use, and the third is to develop systems to store excess solar energy that can be harvested during the day. Time-of-day electricity rates, that charge less in the morning and more in the evening, are how utilities can incentivize reducing energy use in the evening. Systems such as pumped storage hydropower, batteries, and other storage mechanisms are being researched and incorporated by several government and private organizations across the country. Floating offshore wind helps tackle the Duck Problem by adding flexibility to the system.

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Procedure MAPPING INFRASTRUCTURE Geographic information systems (GIS) are used to gather, manage, and analyze data that can be linked to a location. GIS lets us view vast amounts of data in ways that helps us make sense of it and use it to tell stories.There are a number of great websites that use GIS to share energy information. Let’s start by exploring some of these: 1. Navigate to the U.S. Energy Atlas at https://atlas.eia.gov/pages/energy-maps. Then go to “All Energy Infrastructure and Resources”.

What energy infrastructure is near you? In the upper left corner is a search box. Type the address of your home or school so you can see the energy infrastructure near you. What did you find? Gradually zoom out so you can see your whole state.

Did you see anything that surprised you? Do you notice any patterns? Click on this button to see what the different symbols on the map represent.

Click on this button to view a list of types of energy infrastructure included on this map. From here you can remove items from the map by clicking on to make it easier to find the features you are most interest in.

2. Let’s investigate features that you think are important to consider when planning an floating offshore wind farm. For this exercise we will consider possible locations on the California Pacific Coast. Navigate to https://caoffshorewind.databasin.org/maps/new/ to begin.

Click to zoom in closer. What kind of data do you think needs to be considered when decisions are made about the locations for offshore wind turbines?

Click and search for data layers that you think are important. Enter your search term, select the dataset(s) you want, and click “add items”.

If one data layer is covering and obscuring another, experiment with the transparency of your top layer:

You can also experiment adding the layers in a different order.

When you are ready to share your map, click on this icon and select “PDF”. Share your PDF as instructed by your teacher along with a brief written summary of what you have learned by analyzing this spatial data with your classmates.

 Conclusion 1. What energy infrastructure did you discover around your home or school? How difficult would tying a wind turbine to that infrastructure be? Explain your answer.

2. What data sets did you think are important when considering offshore wind farms?

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Floating Offshore Wind Stakeholder Role Play  Introduction The historic coastal town of “Breezy” has a rich and diverse history which includes an Indigenous Peoples community and a diverse and beautiful natural ecology. Recently, the community has started growing rapidly and is becoming a popular tourist destination. As such, energy demands are on the rise. In particular, the community needs to explore options for adding electricity generation facilities to support increasing local demand. One of the opportunities being considered is a proposal from a developer to build a new state-of-the art renewable energy floating offshore wind farm more than 10 miles off the coast of Breezy. You understand that developing renewable resources is a way to meet the growing electricity needs of your area, but you and your fellow stakeholders are curious about the impacts an offshore wind farm might have on the community. In particular, how might this development affect the local Indigenous Peoples community, tourism, fishing resources, a military base in the area, and the surrounding natural environment? You and other stakeholders have been invited to present your perspectives at a public forum. Based on your research, followed by a panel presentation, your stakeholder team will vote on whether to support moving forward with building the floating offshore wind farm.

? Key Questions  Should

an floating offshore wind farm be built off the small coastal town of Breezy? Why or why not?

Is floating offshore wind technology (FOWT) proven enough to move forward? Are there other installations of FOW that can serve as examples?

Why

consider FOWT over other energy development projects? What are its unique advantages? What are the benefits and risks of this new emerging technology?

Is this mainly to replace or expand types of energy production? Both?

Procedure 1. Read the Key Questions above.

2. If you haven’t already, read the informational text about floating wind turbines on pages 31-35. As you read, fill in the graphic organizer on page 73, “Advantages and Disadvantages of Floating Offshore Wind”. Your teacher may provide a list of approved internet resources to use to strengthen your knowledge, if needed.

3. Your teacher will assign you one of the Stakeholder Roles. Use the organizer on the bottom of page 73, “Developing a Position on Floating Offshore Wind,” to articulate your role’s perspective on an installing an floating offshore wind farm off the coast of Breezy.

4. Form small groups of 2-4 people with stakeholders that have similar perspectives to your own. Your teacher may choose to assign you to these groups.

5. In your first meeting, work with like-minded stakeholders to develop a unified voice or vision for floating offshore wind in Breezy. Fill in the "First Stakeholder Gathering" chart as you work.

Stakeholder Role Descriptions FISHERMAN There is a deep and long history of fishing off the coast of Breezy, beginning with the Indigenous Peoples of the area. Fishing provides many jobs for local community members and fish for the restaurants in town popular with local community members and visiting tourists from out-of-town.

1. What are the potential impacts on local fish populations?

2. Will FOW installation reduce access to fishing areas?

INDIGENOUS PEOPLES REPRESENTATIVE You are a member of an active group of Indigenous Peoples living in Breezy who have a long history in the area. Many from your community work in the fishing industry as well as in the public sector, helping to manage and protect local environmental resources, including the beaches and culturally significant and sensitive lands.

1. What are the history and significance of lands being considered for development? How might cultural lands be impacted by development?

2. What are the risks to the natural environment?

3. Will job opportunities from the development and operation of the FOW farm be available to the Indigenous Peoples? Will there be job training programs available? ©2021 The NEED Project

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MILITARY BASE OFFICIAL There is an established and active military base located five miles from the town of Breezy. Much of the work and research is focused in the offshore area near the base. Many of the service men and women live locally in Breezy and frequent the local shops and restaurants.

1. What are the potential security issues that may arise from developing FOWT nearby?

2. Will the development impact including military operations and testing?

DEVELOPER As the developer of the wind farm project, you must create a plan that details the advantages of establishing a wind farm in your particular area. You must also be able to answer questions from those groups that might oppose the wind farm. It is important as the developer that you understand the “big picture” of the positive and negative impacts of developing the wind farm.

1.

2.

3.

4.

What are the economic and environmental benefits to the community of developing the wind farm?

What are the disadvantages? How will potential risks be minimized?

How will the environment be protected during the construction, operation, and maintenance of the wind farm?

How will the utility and its customers benefit from the addition of the wind farm?

INVESTOR An investor is someone who uses his/her/their money to finance a project, in order to make money later. A developer has approached you with a proposal to build a floating offshore wind farm near the coastal town of Breezy. As an investor, you are interested in paying money now to build the wind farm, with the idea that you will earn money later as the wind farm becomes productive. You need to determine the costs, risks, earning potential, and benefits of investing in the wind farm. You have concerns about this floating offshore wind project.

1. Is the proposed project large enough to be viable and financially successful?

2. How proven is this new emerging technology? What are the risks?

ENVIRONMENTALIST/NATURALIST You are very concerned with protecting the environment. You would like to know how floating offshore wind energy impacts the environment during the manufacture, installation, maintenance, and removal of the wind turbines. There have been reports that underground cable lines that connect the turbines to the electrical grid might be dangerous to people and wildlife. You would like to know how wind turbines might affect birds, animals, and marine life in your area compared to other energy facilities, and have heard in the past of wind turbines injuring birds and bats that fly into them. You are also concerned about pollution, climate change, and how electricity generation contributes to climate effects.

1. How would the manufacture and installation of FOWT affect the local environment?

a. What impacts might there be to local beaches?

b. Are underground power cables safe?

c. How would the operation of the wind turbines affect the surrounding environment and the plants and animals in the area?

2. Would the amount of electricity generated by the wind turbines be enough to offset the “cost” to the environment?

a. How does wind electricity generation compare to other options (natural gas, coal, solar) with carbon emissions?

b. How much will the development help to reduce or offset carbon emissions?

COUNTY COMMISSIONER / TOWN MAYOR / LOCAL POLITICIAN The County Commission manages the public services of the community and determines how to pay for them. The County Commission is an elected political group and must take into consideration all political sides of the issue (jobs, taxes, revenue, etc.). You must consider the impacts on the community if the wind farm will be developed in the area.

1.

2.

3.

4.

5.

What impacts would the FOWT have on the need to provide local services?

What economic impacts would it have on the local community and taxes?

What political impact would supporting the wind farm have on your community?

Will FOWT development have any negative consequences on the local economy, such as on tourism or fishing?

Will FOWT increase energy security and self-sufficiency?

UTILITY COMPANY REPRESENTATIVE / ENERGY INDUSTRY REPRESENTATIVE You are an employee of the local utility company and are responsible for making sure that your utility has the necessary capacity to provide electricity to all of your customers. There is increased demand for electricity in your community, and you know you must secure reliable sources of additional generation in the near future. Development of this energy source provides a great way to diversify energy sources.

You would be the main purchaser of electricity from the wind farm.

1.

2.

3.

4.

5.

How much will this help reduce carbon emissions?

How expensive would the electricity be from the wind farm?

How predictable is the electricity generation from the wind farm?

How reliable is the equipment on the wind farm? What happens if one turbine goes down temporarily?

Will there be additional costs to the utility company that might be passed along to consumers?

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SITE PLANNER / METEOROLOGIST / GEOLOGIST As a site planner and scientist, you are responsible for assessing any natural hazards that could negatively impact the development and operation of the floating offshore wind farm. In particular, you have the background knowledge and expertise in the areas of meteorology and geology needed to understand and address these risks.

1. What are the potential dangers and strategies for addressing the potential risks from each of the following:

a. Earthquakes

b. Tsunamis

c. Strong winds and storms 2. What strategies are being used to mitigate the risks from each of the above natural hazards?

TOWN RESIDENT CONSUMER/NEIGHBOR You live near the beach. You have heard that large wind turbines generate a great deal of noise and could be visible or obstruct your view of the coastal scenery and wildlife. You are aware that there have been predictions of blackouts in the near future in your area because of a lack of electricity capacity. You are also wondering how the price of electricity in your area might be affected if a wind farm was installed.

1.

2.

3.

4.

5.

Will there be any visual impacts?

Will this help to reduce rolling blackouts?

What are the potential impacts on local beaches, wildlife, and the ocean?

How would local long-term electricity rates be affected by the development of a wind farm?

Will this development be good or bad for the environment?

Advantages and Disadvantages of Floating Offshore Wind Advantages

Disadvantages

Developing a Position on Floating Offshore Wind Use the table below to record your thoughts and ideas about your stakeholder’s questions, concerns and perspective.

Questions – What does your stakeholder care about most?

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First Stakeholder Gathering Meet with other stakeholders that are the same as you to discuss your questions, concerns and perspectives and record your ideas in the chart below.

Your Stakeholder Group _______________________________________ Notes from your conversation with your same stakeholder team:

Second Stakeholder Gathering Meet with other stakeholders that are different from you to discuss your questions, concerns and perspectives and record your ideas in the chart below.

Stakeholder

Notes

Fisherman Indigenous Peoples Representative Military Base Official Developer Investor Environmentalist/Naturalist County Commissioner Utility Representative Site Planner Town Resident As a group, vote on whether to recommend building the floating offshore wind farm.

Nominate

a representative to share your findings and recommendation for the floating offshore wind farm. Representatives will be the ones to share decisions with the whole class.

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Glossary Archimedes’ Law

an object completely or partially submerged in a fluid is acted upon by an upward, or buoyant, force, equal to the weight of the fluid

atom

a tiny unit of matter made up of protons and neutrons in a small dense core, or nucleus, with a cloud of electrons surrounding the core

benthic

organisms inhabiting the bottom of a body of water, such as a lake or the ocean

buoyant force

an upward push on an object in a fluid; objects that float are experiencing a buoyant force from the water

capacity factor

the amount of electrical power being generated by a power plant or turbine-generator system divided by its maximum generating capacity

center of gravity

an imaginary point within an object at which the force of gravity is focused

chemical energy

energy stored in the chemical bonds of a substance and released during a chemical reaction such as burning wood, coal, or oil

circuit

a conductor or a system of conductors through which electric current flows

current

flow of electric charge through a conductor; measured in amperes or amps

density

amount of volume a certain mass occupies; the mass of an object divided by its volume is its density

efficiency

the ratio of energy delivered by a machine to the energy supplied for its operation; often refers to reducing energy consumption by using technologically advanced equipment without affecting the service provided

elastic energy

energy stored through the application of a force to stretch or compress an item

electric grid

network of power stations, power lines, and transformers used to deliver electricity from generation to consumers

electrical energy

the energy associated with electric charges and their movements

electricity

a form of energy created by the movement of electrons

electromagnetism

the interaction of forces occurring between electrically charged particles that can create an electric field or magnetic field

electron

very tiny, negatively charged subatomic particle that moves around the nucleus of the atom

energy level

area where electrons can be found; describes the probable amount of energy in the atom

fossil fuel

energy-rich substance formed over long periods of time and under great pressure from the ancient remains of organic matter

generator

a device that produces electricity by converting motion energy into electrical energy with spinning coils of wire and magnets

gravitational energy

energy of position or place

hub

part of a wind turbine where the blades connect to the shaft of the motor

hydrophone

microphone that records underwater sounds

hydrothermal vent

opening in the floor of an ocean or lake where hot gases or water are pushed outward from the Earth’s crust

kinetic energy

the energy of a body which results from its motion

Law of Conservation of the law governing energy transformations and thermodynamics; energy may not be created or destroyed, it Energy simply changes form, and thus the sum of all energies in the system remains constant liquefaction

a solid suddenly turning to a liquid; soils or gravels mixing with water may liquefy and no longer be supportive of objects on top of them

magnet

material with pairs of non-cancelling, spinning electrons that line up to form a magnetic field; magnetic materials are attracted to each other

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magnetic field

the area of force surrounding a magnet

monopile

large, single structure driven into the Earth to support another structure, such as an offshore wind turbine

mooring line

line that connects floating objects to the anchor

motion energy

the displacement of objects and substances from one place to another

nacelle

the housing where all of the generating components are found within a turbine

neutrons

subatomic particle with no electric charge, found in the nucleus of the atom

nonrenewable

sources of energy with limited supply due to their inability to be renewed or produced in a short amount of time

nuclear energy

energy stored in the nucleus of an atom that is released by the joining or splitting of the nuclei

nucleus

the center of an atom, composed of protons and neutrons and houses the majority of the atom’s mass

ocean thermal energy produces electricity using the temperature differential of ocean water at the surface and at greater depths conversion (OTEC) Ohm’s Law

the law that explains the relationship between current, voltage, and resistance in an electrical circuit; in all electrical circuits, the current (I) of that circuit is directly proportional to the voltage (V) applied to that circuit and inversely proportional to the resistance (R) of that same circuit

outer continental shelf

offshore federal domain where deposits of oil and natural gas and ample wind resources can be found

pelagic

organisms inhabiting the upper layers of the ocean

photovoltaic

a device, usually made from silicon, which converts some of the energy from light (radiant energy) into electrical energy; another name for a solar cell

potential energy

the energy stored within a body, due to place or position

power

the rate at which energy is transferred; electrical energy is usually measured in watts; also used for a measurement of capacity

proton

subatomic particle with a positive electric charge, found in the nucleus of an atom

radiant energy

energy that travels in electromagnetic waves like light or x-rays

renewable

sources of energy with a more constant supply because they are replenished in a short amount of time

resistance

the force that resists the flow of electricity in an electrical circuit

secondary source of energy

often called an energy carrier, secondary energy sources requires another source, like coal, to be converted for creation; electricity and hydrogen are examples

sound energy

energy that travels in longitudinal waves

static electricity

a stationary electric charge on a surface

substation

part of the electricity transmission grid where voltages are stepped down before the power is distributed to a neighborhood or community

thermal energy

internal energy within substances, movement or vibration of molecules

transformer

a device that changes the voltage of electricity

turbine

a machine of blades that converts kinetic energy of a moving fluid to mechanical power

valence energy level

the outer energy level of an atom that contains valence electrons, which can be pushed from their shells by a force

voltage

a measure of the pressure (or potential difference) under which electricity flows through a circuit

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©2021 The NEED Project

Floating Offshore Wind Teacher & Student Guide

www.NEED.org

NEED’s Online Resources NEED’S SMUGMUG GALLERY

http://need-media.smugmug.com/

SOCIAL MEDIA

On NEED’s SmugMug page, you’ll find pictures of NEED students learning and teaching about energy. Would you like to submit images or videos to NEED’s gallery? E-mail info@NEED.org for more information.

Also use SmugMug to find these visual resources:

Videos Need a refresher on how to use Science of Energy with your students? Watch the Science of Energy videos. Also check out our Energy Chants videos! Find videos produced by NEED students teaching their peers and community members about energy.

Online Graphics Library Would you like to use NEED’s graphics in your own classroom presentations, or allow students to use them in their presentations? Download graphics for easy use in your classroom.

AWESOME EXTRAS Looking for more resources? Our Awesome Extras page contains PowerPoints, animations, and other great resources to compliment what you are teaching in your classroom! This page is available under the Educators tab at www.NEED.org.

Evaluations and Assessment Building an assessment? Searching for standards? Check out our Evaluations page for a question bank, NEED’s Energy Polls, sample rubrics, links to standards alignment, and more at www.NEED.org/educators/evaluations-assessment/.

Stay up-to-date with NEED. “Like” us on Facebook! Search for The NEED Project, and check out all we’ve got going on!

Follow us on Twitter. We share the latest energy news from around the country, @NEED_Project.

Follow us on Instagram and check out the photos taken at NEED events, instagram.com/theneedproject.

Follow us on Pinterest and pin ideas to use in your classroom, Pinterest.com/NeedProject.

Subscribe to our YouTube channel! www.youtube.com/user/NEEDproject

NEED Energy Booklist Looking for cross-curricular connections, or extra background reading for your students? NEED’s booklist provides an extensive list of fiction and nonfiction titles for all grade levels to support energy units in the science, social studies, or language arts setting. Check it out at www.NEED.org/booklist/.

U.S. Energy Geography Maps are a great way for students to visualize the energy picture in the United States. This set of maps will support your energy discussion and multi-disciplinary energy activities. Go to www.need.org/resources/energy-in-society/ to see energy production, consumption, and reserves all over the country!

E-Publications The NEED Project offers e-publication versions of various guides for in-classroom use. Guides that are currently available as an e-publication can be found at www.issuu.com/theneedproject.

©2021 The NEED Project

Floating Offshore Wind Teacher & Student Guide

www.NEED.org

77

Youth Energy Conference & Awards

Youth AWards Program for Energy Achievement

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Cenermony recognizing student work throughout the year and during the conference.

All NEED schools have outstanding classroom-based programs in which students learn about energy.

Does y our school have student leaders who extend these activities into their communities? To recognize outstanding achievement and reward student leadership, The NEED Project conducts the National Youth Awards Program for Energy Achievement.

For More Info: www.youthenergyconference.org

Share Your Energy Outreach with The NEED Network!

This program combines academic competition with recognition to acknowledge everyone involved in NEED during the year—and to recognize those who achieve excellence in energy education in their schools and communities.

What’s involved?

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Check out:

www.NEED.org/need-students/youth-awards/ for more application and program information, previous winners, and photos of past events.

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©2021 The NEED Project

Floating Offshore Wind Teacher & Student Guide

www.NEED.org

Floating Offshore Wind Evaluation Form State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



No

2. Were the instructions clear and easy to follow?



Yes



No

3. Did the activities meet your academic objectives?



Yes



No

4. Were the activities age appropriate?



Yes



No

5. Were the allotted times sufficient to conduct the activities?



Yes



No

6. Were the activities easy to use?



Yes



No

7. Was the preparation required acceptable for the activities?



Yes



No

8. Were the students interested and motivated?



Yes



No

9. Was the energy knowledge content age appropriate?



Yes



No

10. Would you teach this unit again?



Yes



No

Please explain any “no” statements below

How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project 8408 Kao Circle Manassas, VA 20110 FAX: 1-800-847-1820

©2021 The NEED Project

Floating Offshore Wind Teacher & Student Guide

www.NEED.org

79

National Sponsors and Partners Association of Desk and Derrick Clubs Foundation Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Armstrong Energy Corporation Association for Learning Environments Robert L. Bayless, Producer, LLC Baltimore Gas & Electric Berkshire Gas - Avangrid BG Group/Shell BP America Inc. Blue Grass Energy Bob Moran Charitable Giving Fund Boys and Girls Club of Carson (CA) Buckeye Supplies Cape Light Compact–Massachusetts Central Alabama Electric Cooperative Citgo CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline Columbia Gas of Massachusetts ComEd ConocoPhillips Constellation Cuesta College Cumberland Valley Electric David Petroleum Corporation David Sorenson Desk and Derrick of Roswell, NM Desert Research Institute Direct Energy Dodge City Public Schools USD 443 Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Kentucky Power EcoCentricNow EduCon Educational Consulting Edward David E.M.G. Oil Properties Enel Green Power North America Energy Trust of Oregon Ergodic Resources, LLC Escambia County Public School Foundation Eversource Eugene Water and Electric Board Exelon Exelon Foundation Exelon Generation First Roswell Company Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Gerald Harrington, Geologist Government of Thailand–Energy Ministry Grayson RECC Green Power EMC Greenwired, Inc. ©2021 The NEED Project

Guilford County Schools–North Carolina Gulf Power Harvard Petroleum Hawaii Energy Honeywell Houston LULAC National Education Service Centers Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Jackson Energy James Madison University Kansas Corporation Energy Commission Kansas Energy Program – K-State Engineering Extension Kansas Corporation Commission Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP Company Kentucky Utilities Company League of United Latin American Citizens – National Educational Service Centers Leidos LES – Lincoln Electric System Linn County Rural Electric Cooperative Llano Land and Exploration Louisiana State Energy Office Louisiana State University – Agricultural Center Louisville Gas and Electric Company Midwest Wind and Solar Minneapolis Public Schools Mississippi Development Authority–Energy Division Mississippi Gulf Coast Community Foundation National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar New Mexico Oil Corporation New Mexico Landman’s Association NextEra Energy Resources NEXTracker Nicor Gas Nisource Charitable Foundation Noble Energy North Carolina Department of Environmental Quality NCi – Northeast Construction North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Oxnard Union High School District Pacific Gas and Electric Company PECO Pecos Valley Energy Committee People’s Electric Cooperative Peoples Gas Pepco Performance Services, Inc. Petroleum Equipment and Services Association

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

Permian Basin Petroleum Museum Phillips 66 Pioneer Electric Cooperative PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County (MD) R.R. Hinkle Co Read & Stevens, Inc. Renewable Energy Alaska Project Resource Central Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency and Resource Management Council Robert Armstrong Roswell Geological Society Salal Foundation/Salal Credit Union Salt River Project Salt River Rural Electric Cooperative Sam Houston State University Schlumberger C.T. Seaver Trust Secure Futures, LLC Shell Shell Carson Shell Chemical Shell Deer Park Shell Eco-Marathon Sigora Solar Singapore Ministry of Education SMECO SMUD Society of Petroleum Engineers Sports Dimensions South Kentucky RECC South Orange County Community College District SunTribe Solar Sustainable Business Ventures Corp Tesla Tri-State Generation and Transmission TXU Energy United Way of Greater Philadelphia and Southern New Jersey University of Kentucky University of Maine University of North Carolina University of Rhode Island University of Tennessee University of Texas Permian Basin University of Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy – Water Power Technologies Office U.S. Department of Energy–Wind for Schools U.S. Department of the Interior–Bureau of Ocean Energy Management U.S. Energy Information Administration United States Virgin Islands Energy Office Volusia County Schools Western Massachusetts Electric Company Eversource