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
Floating Offshore Wind Teacher & Student Guide
www.NEED.org
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.
7
