Wonders of Wind Student Guide

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Wonders of Wind

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Student Guide

ELEMENTARY

What is Wind?

You can’t see air, but it is all around us. You hear leaves rustling in the trees.

You see clouds moving across the sky. You feel cool breezes on your skin.

Wind is moving air.

The Sun Makes the Wind Blow

North Pole

The energy in wind comes from the sun. When the sun shines, it heats the Earth’s surface. The Equator gets more sunlight (radiant energy) than the North or South Poles. The Earth is not heated evenly.

Equator

Dark areas of land, like forests, absorb a lot of solar energy. Areas of water reflect solar energy. Light colored desert sand, snow, and ice reflect the sunlight, too.

South Pole

As the Earth’s surface absorbs the sun’s energy, it turns the light into heat. The heat on the Earth’s surface warms the air above it. The air over the Equator is warmer than the air over the poles. The air over land is warmer than air over water.

As air heats, it expands. Hot air rises. Cooler air rushes in to take its place. This moving air is wind.

Wind is caused by the uneven heating of Earth’s surface.

How Wind is Formed

WA

RM A IR

CO O L A I

R

1. The sun shines on land and water.

Cover Photo:129MW Forward Wind Energy Center.

Photo by Ruth Baranowski, NREL 16411

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2. Land heats up faster than water.

3. Warm air over the land rises.

4. Cool air over the water moves in. ©2018 The NEED Project

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Wind Effects

WAVES AT THE SHORELINE

The wind makes waves on lakes and oceans.

The wind pushes desert sand into dunes and creates sandstorms. The wind spreads the sun’s heat throughout the atmosphere.

This keeps the Earth warm enough for us to survive. The wind carries air pollution away from where it is made. Sometimes, the wind creates violent storms out on the ocean and on land.

Storms

A CYCLONE FROM ABOVE

Sometimes, storms have very strong winds, especially over the oceans. These storms can be dangerous and have different names depending on where they are located. In the Atlantic Ocean, they are called hurricanes. In the Pacific Ocean, they are called typhoons.

In the Indian Ocean, they are called cyclones.

A powerful storm on land can produce a tornado. A tornado develops from a giant “thunderhead” cloud. Air rises and falls inside the cloud. When cool air in the cloud sinks, it carries its spinning motion to the ground.

TORNADO TOUCHING DOWN

Ocean storms and tornadoes can be very dangerous. The strongest hurricane winds can blow over 155 miles per hour, and the most powerful tornadoes can blow over 300 miles per hour.

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Plants and Animals Some small plant seeds are very light. They are carried by the wind to new places. This is an important part of nature. The plant seeds are carried away from their parents. They spread out across the land. As they grow in new places, they don’t have to compete with other plants for nutrients, water, and sunlight. Many plant seeds, spores, and fruits use the wind to survive.

Animals also depend on the wind for survival.

Many animals depend on smell to warn them of danger. The wind can carry smells a long way. Animals can stay away from predators and catch prey with help from the wind.

Birds soar in the sky and migrate with the help of the wind. Some tiny animals even depend on the wind to carry them from one living area to another.

People Use the Wind People all over the world use the wind every day. Sailors depend on the wind to move their boats. Children fly kites. In some countries, people in remote villages depend on the wind for survival. Windmills pump water for people and animals to drink.

People have developed tools so that they can understand the wind better. Some common wind tools are the anemometer and the wind vane. An anemometer is used to measure the wind’s speed and a wind vane is used to show from which direction the wind is blowing.

These tools help meteorologists predict the weather. They also help people find good locations to put up wind turbines that can be used to generate electricity.

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Introduction to Energy

The wind is energy, but what is energy? Energy is many things. Energy is light. Energy is heat. Energy makes things grow. Energy makes things move. Energy runs machines. Energy is the power to change things. Energy is the ability to do work.

Energy is Light We use light energy to see. Most of our light comes from the sun. In our homes and schools we use electricity to power lights. Flashlights use batteries to produce light.

Energy is Heat We use energy to make heat. We burn fuel to cook our food.

The food we eat helps our bodies stay warm.

When it is cold outside, we use energy to heat our homes.

A campfire makes heat, too. Factories burn fuel to make the products they sell. Some power plants burn coal to make electricity.

Energy Makes Things Grow All living things need energy to grow. Plants use light from the sun to grow. Plants change the sun’s energy into sugar. The sugar is stored in their roots and leaves, and provides nourishment for the plant. This process is called photosynthesis.

Animals cannot change light energy into food. Neither can people. We eat plants and use the energy stored in them to grow.

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Energy Makes Things Move Look around you. Many things are moving. They are in motion. Clouds drift across the sky. Leaves fall from trees. Birds fly. Plants grow and so do you. The Earth moves. The water moves. The air moves. Every living thing moves, too.

It takes energy to make things move. Cars use the energy in gasoline to move. Many toys run on the energy stored in batteries. Sailboats are pushed by the energy in the wind.

Energy Runs Machines It takes energy to run our TVs, video games, computers, and microwaves. This energy is electricity. We use electricity every day. It gives us light and heat. It runs our toys and appliances.

What would your life be like without electricity?

We make electricity by burning coal, oil, gas, and even trash. We make electricity from the energy that holds atoms together. We make electricity with energy from the sun, the wind, and falling water. Sometimes, we use heat from inside the Earth to make electricity.

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Energy is the Power to Change Things When we use energy, we don’t use it up. We change it into other forms of energy. When we burn wood, we change its energy into heat and light. When we drive a car, we change the energy in gasoline into heat and motion.

Energy Transformations Energy Transformations

Chemical

Motion

Chemical

Motion

Radiant

Growth

Electrical

Heat

Energy is the Ability to Do Work Work means many things. Many adults leave the house every morning to go to work. They go to their job. Physical exercise is often called working out. Your teacher gives you homework to do. You might think that work is the opposite of play. But in science, work has a special meaning. Work is using force to move an object across a distance. To do work, there must be energy. Energy is the ability to do work.

Think about playing soccer. A soccer ball cannot move by itself. You must kick it.

The food you eat gives your body energy. Your muscles use this energy to kick (a force) the ball. The soccer ball (the object) rolls down the field (a distance) to score a goal. You have just done work!

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U.S. Consumption of Energy by Source, 2016

90%

Nonrenewable Sources Renewable Sources 0%

10%

10%

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 37% Uses: transportation, manufacturing - Includes Propane

NATURAL GAS 29% Uses: heating, manufacturing, electricity - Includes Propane

COAL

Uses: electricity, manufacturing

15%

URANIUM

Uses: electricity

9%

PROPANE

Uses: heating, manufacturing

Renewable Energy Sources and Percentage of Total Energy Consumption

BIOMASS

5%

Uses: heating, electricity, transportation

HYDROPOWER 3% Uses: electricity

WIND

Uses: electricity

2%

SOLAR

<1%

Uses: heating, electricity

GEOTHERMAL <1% Uses: heating, electricity

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

Energy Sources In the United States we use ten energy sources to do work. We put these sources into two categories: nonrenewable and renewable.

The nonrenewable energy sources we use are petroleum, coal, natural gas, propane, and uranium. These sources are found in the Earth. It takes a very long time for the Earth to produce these sources. Once we use them, we canâ&#x20AC;&#x2122;t use them again or get them back quickly. We use nonrenewable energy sources to move our cars, heat our homes, and make electricity.

Renewable energy sources can be used over and over again. It does not take very long to replenish the supply of these resources, so we will never run out. Renewable energy sources are biomass, hydropower, solar energy, wind energy, and geothermal energy.

Day after day, the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity.

Nonrenewable sources are relatively inexpensive and we can use them 24 hours a day.

Some renewable sources like solar and wind are free to use, because no one owns the sun or the wind. The machines and parts needed to turn these sources into energy we can use can be expensive, however. Every source of energy has advantages and disadvantages to using it.

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Electricity We use electricity to run our machines. Day or night, all we need to do is flip a switch or press a button to access the power of electricity. In order to use electricity whenever we want, we need to generate electricity.

A generator turns motion into electricity.

Inside a generator, magnets rotate around copper wires causing electrons to move.

This creates electricity. Coils of wire can also rotate around the magnets. Electrons will move either way.We need energy to run the generator to make electricity, so scientists try to find the most efficient ways to spin the magnets. Engineers discovered that steam can be used to turn a turbine. A turbine is a system of blades connected to a rod, or shaft, which turns the magnets and coils to create electricity.

Generator MAGNETS COPPER COILS ROTATING SHAFT

GENERATOR

The copper coils spin inside a ring of magnets. This creates an electric field, producing electricity.

U.S. Electricity Net Generation, 2016 34%

Natural Gas

31%

Coal

20%

Uranium Petroleum

NONRENEWABLE

<1%

Hydropower

6%

Wind

6%

Biomass Solar Geothermal

2%

RENEWABLE

1% <1%

* Total does not equal 100%, due to independent rounding.

Data: Energy Information Administration

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Generating Electricity with Coal FUEL BURNING

3

ELECTRICITY GENERATION

STEAM LINE BOILER

COAL SUPPLY

2

ELECTRICITY TRANSMISSION

GENERATOR TURBINE

4

5

SWITCHYARD

FEED WATER CONDENSER DETAIL

1

6

1. Coal is fed into a boiler, where it is burned to release thermal energy.

2. Water is piped into the boiler and heated, turning it into steam.

3. The steam travels at high pressure through a steam line.

MAGNETS COPPER COILS ROTATING SHAFT

4. The high pressure steam turns a turbine, which spins a shaft.

GENERATOR

5. Inside the generator, the shaft spins coils of copper wire inside a ring of magnets. This creates an electric field, producing electricity.

6. Electricity is sent to a switchyard, where a transformer increases the voltage, allowing it to travel through the electric grid.

The top diagram illustrates how coal energy is used to generate electricity. The second diagram illustrates how the energy in wind is used to generate electricity. How are the two processes the same? How are they different?

Using Generate UsingWind WindtoEnergy to Electricity Generate Electricity Wind

Wind Turbine

1. Wind turns the blades.

2. The blades are connected to a rotor (hub) and shaft that also turn.

3. A generator is attached to the shaft that then spins wires to produce electricity.

Generator

Electricity

4. Electricity is sent to a transformer to increase the voltage, and send it on its way through the electric grid.

Locations where a lot of electricity is generated are called power plants. At some power plants we burn coal, natural gas, biomass, or petroleum to create steam to spin the turbine.

Not every power plant burns energy sources to create steam. The energy in uranium atoms heat water and produce steam without burning anything. There are solar concentrating plants that use the sun’s energy to heat water to create steam. Some geothermal plants use the steam naturally found in the Earth to spin turbines. They don’t need to heat water at all.

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The amount of electricity a turbine generates depends on its size and the speed of the wind.

A small turbine may help to power one home.

A large turbine may power up to 750 homes.

Some wind turbines are as tall as 20-story buildings!

Rotor Hub

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

de

The low-speed shaft is connected to a gear box. The gears in the box increase the spinning motion. The gear box spins a small shaft very fast. This high-speed shaft spins inside a generator to make electricity.

Blade

How does a wind turbine generate electricity?

When the wind blows, it pushes against the blades of the wind turbine. The blades spin around and turn a long pole called a shaft.

This shaft spins slowly, because the turbine blades are spinning slowly. It is called a lowspeed shaft.

Wind TurbineDiagram Diagram Wind Turbine

Nacelle

Bla

A Closer Look at Wind Turbines

Tower

Generator Gene Ge neraato t r

Wind Turbine Scale Comparison Wind Turbine Scale Comparison

Large Wind Turbine 328 feet tall

Small Wind Turbines Wind turbines come in all sizes. Some turbines are small and can be used to help generate electricity on boats, in homes, and even schools. These turbines do not generate enough electricity to meet all of the demands of a home, but they do help reduce the amount of electricity people need to purchase from their electric company. They can be very helpful when people are far away from power lines, too.

Small Wind Turbine 80 feet tall

People 6 feet tall

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House

25 feet tall

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Wind Farms Sometimes, there are hundreds of wind turbines in one place. This is called a wind farm, or wind power plant. The turbines work together to make a lot of electricity. This electricity is sold to utility companies, who sell the electricity to you at home.

One wind turbine does not make much electricity. Most wind farms have many, many wind turbines. Wind farms take up a lot of land, but the land can be used to graze animals or grow crops.

Choosing where to build a wind farm is known as siting a wind farm. Scientists spend many years studying an area before they start to build a wind farm. They study the speed of the wind.

They study the direction the wind blows. They think about the birds and animals that live in the area. Will the turbines hurt animal habitats?

They decide if new roads or power lines need to be built near the wind farm. It costs a lot of money to build roads and power lines.

Wind farms can be built in the ocean, too. These wind turbines sit in the water, sometimes far away from shore. The wind is stronger offshore.

There is nothing in the way to block the wind.

These turbines make a lot of electricity. It is harder and more expensive to build offshore wind farms. Power lines must be buried deep under the water. The U.S. has completed construction on its first offshore wind farm off the coast of Rhode Island. The Deepwater Wind farm began operating in 2016.

Today, wind energy makes only a little of the electricity we use in the United States. But wind power is growing. There are plans for many more wind farms all over the country.

Top Wind States (Net Electricity Generation), 2016

2

5

CALIFORNIA

IOWA

4

KANSAS

3

OKLAHOMA

1

TEXAS

Data: Energy Information Administration

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Wind Energy History More and more we are using wind to generate electricity.

However, people have been using wind to do work for a long time.

In the 1200s, Europeans began to build windmills. They were called postmills. They were built out of wood. Postmills ground grain between large rocks called millstones. This is how windmills got their name. The entire postmill could be rotated when the wind changed directions. It was the miller’s job to rotate the postmill.

POSTMILL

SMOCKMILL

In the 1300s, smockmills were invented. Sails were attached to the top of the windmill. Only the top rotated when the wind changed directions. These mills were much bigger and stronger, since the entire building didn’t move.

In the 1500s, tower windmills were built in Spain, Greece, and the Mediterranean Islands. Tower windmills were small and made out of stone. They had many small, lightweight sails.

The winds there were very light. Tower windmills were used to pump water and grind grain.

TOWER WINDMILL

In the 1600s, the Dutch began to use drainage windmills to pump water. These windmills dried out flooded land below sea level. The size of the country doubled, because they could now use the land.

Windmills had many uses. In the 1700s, windmills were used to grind grain, cocoa, gunpowder, and mustard. Some mills pressed oil from seeds. Some pounded wool into felt. Some mills ground herbs and chemicals to make medicines.

DRAINAGE WINDMILL

Windmills were used for other work, too. Miners used windmills to blow fresh air into deep mine shafts. Windmills provided power to run sawmills and paper mills. Sawmills cut logs and paper mills made paper.

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Windmills came to America in the mid 1600s. Windmills were a common sight in the colonies.

Colonists used windmills to grind corn and wheat, and to cut wood at sawmills.

By the 1800s, settlers began to explore the West. Much of the land was too dry for farming.

A new style of windmill was invented that pumped water. It was named after its inventor, Daniel Halladay. The Halladay Windmill sat on a tall wooden tower. It had 12 or more thin wooden blades and turned itself into the wind.

In the 1890s, Poul LaCour of Denmark invented a wind turbine with large wooden sails that generated electricity.

Today, scientists study new ways to capture the energy in the wind. They develop new wind turbines to make electricity. New wind turbines are being built and installed every day.

Wind is one of the fastest growing energy sources in the world.

135MW Judith Gap Wind Farm. Photo by Invenergy, NREL 14371

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Date __________________________

Observing the Wind ? Question

What evidence is there that the wind is blowing?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ©2018 The NEED Project

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New Learning About Wind and Energy

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Date __________________________

Measuring Wind ? Question

What do you notice when you record wind measurements around your school?  Data Record wind data around your school grounds using the wind vane, anemometer, and wind gauge.

Wind Direction: Location

Time

Wind Measurement Observations

Wind Speed

!Diagram:

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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Date __________________________

OFF

My Energy Use

? Question

How are the ways you use energy at home and at school the same? How are they different?

Ways I Use Energy at Home and at School

Different Ways I Use Energy

School

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Home

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Date __________________________

Wind Can Do Work ? Question

How many paper clips can be lifted all of the way to the straw?  Hypothesis

If ____________________________________________________________________________ then__________________________________________________________________________ because ______________________________________________________________________ Procedure 1. Build your windmill using the directions and windmill blade template your teacher gives you.

2. Attach a paper clip to the string. Can the wind lift the paper clip all of the way to the straw?

Record data in the table below.

3. Continue adding paper clips one at a time until the paper clips fail to reach the straw. Record data below. Add onto the data table, if needed.

IMPORTANT: Use the same wind speed for each test!  Diagram Draw a picture of your windmill in the box to the right. Use the vocabulary below to label the parts.

Blades Tower Shaft Load  Data Fill in the chart below to show how many paper clips can be lifted.

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5

Trial 6

Trial 7

Trial 8

Trial 9

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ď&#x192;š Conclusions

How do windmills work? Use observations and data from your investigation to help explain how the system works. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

What changes could you make to the windmill system so you could lift more paper clips? Draw a picture and use words to show your new windmill design.

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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Date __________________________

Blade Design Introduction Observe how the weightlifter windmill and wind turbine work with your teacher’s standard blade design. Record the results of your teacher’s tests.

My Teacher’s Results ? Question

What blade design will lift the most mass to the top of the windmill?

Trial 1

Trial 2

Trial 3

Average

Trial 3

Average

Weightlifter Windmill ? Question

What blade design will generate the most electricity?

Trial 1

Trial 2

Wind Turbine

My Group:

My Turbine:

___________________________________________

_______________________________________

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Focus Question: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ©2018 The NEED Project

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Date __________________________

Blade Design Think about the blades your teacher used. What changes could you make to the design that might get better results? On your own, make a list of changes you could make and draw some sketches of different blade designs. _______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

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_______________________________________________

_______________________________________________

_______________________________________________

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Share your ideas with everyone else in your group. What are some of the same ideas you had?

What are some of the different ideas? Why do you think one design would work better than another?

Decide as a group which one design you will use. Draw the design below and explain why you chose this design.

ď ť Hypothesis

Write a hypothesis explaining why you think this blade design will do more work than the standard blade your teacher demonstrated.

I predict __________________________________________________________ (blade design) will do more work than the standard blade design because ____________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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Date __________________________

Blade Design ? Focus Question __________________________________________________________________________________________ __________________________________________________________________________________________

Procedure 1. As a group, work together to construct the blades that you decided on.

2. Draw a diagram of your blades on the windmill or wind turbine, whichever tower you are testing. Label all of the parts.

3. Test your blades. Conduct three trials and then calculate the average of the three trials.

NOTE: You may have to wait for other groups to test their blades before it is your turn. Pay attention to their blade designs and the results they get. What blade designs are getting good results? What do those designs have in common?  Diagram

 Data Output Trial 1 Trial 2 Trial 3 Average  Observations ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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Date __________________________

Blade Redesign ? Focus Question __________________________________________________________________________________________ __________________________________________________________________________________________

Procedure 1. As a group, brainstorm changes you can make to your design. Decide which new blade design you will use for your second investigation. Work together to construct the new blades.

2. Complete the prediction below explaining why you think these blades will get better results.

3. Test your blades on the same tower as before. Conduct three trials and calculate the average.  Hypothesis

If we change___________________________________________________________________ then__________________________________________________________________________ because ______________________________________________________________________  Diagram

 Data Output Trial 1 Trial 2 Trial 3 Average  Observations ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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 Conclusion

What did you learn from your investigations? Were your results better than your teacher’s? Did your blade redesign improve your results? Why or why not?

(Use data from your investigations to support the statements in your conclusion.) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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Date __________________________

Trying the Other Tower ? Question

What results will your blade design achieve on the other tower?  Hypothesis If ____________________________________________________________________________ then__________________________________________________________________________ because ______________________________________________________________________  Data and Observations Output Trial 1 Trial 2 Trial 3 Average  Conclusion

Compare the two towers. How are they the same and how are they different? What are the results on the other tower? How do the results between the two machines compare? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ©2018 The NEED Project

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Wind Reflections

Date __________________________

Think about your reading, your wind observations, and your wind investigations. ? Question

What have you learned about wind and energy? Use empty space to draw and label pictures and diagrams.

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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New Questions about Wind and Energy What new questions do you have about wind and energy? What are you wondering about now?

How could you find the answers to your new questions?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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a

b

c

Glossary

absorb anemometer blade cyclone distance electricity electron energy Equator force gear box generator hub hurricane magnet nacelle nonrenewable energy sources photosynthesis pole pollution radiant energy reflect renewable energy sources shaft siting sugar tornado tower turbine typhoon utility company wind wind farm wind vane work Š2018 The NEED Project

to take in or hold a tool used to measure wind speed part of the turbine that is pushed by wind strong rotational storm in the Indian Ocean the length of a path between two points a form of energy, moving electrons very tiny, negatively charged particle that moves around the nucleus of the atom the ability to do work or make a change an imaginary line around the Earth that is equally between both poles a push or pull an item used to increase a turbineâ&#x20AC;&#x2122;s speed to generate electricity a device that turns motion into electricity connects the blades of a turbine to the shaft a strong rotational storm in the Atlantic Ocean material that is attracted to metals and helps create electricity the part of the turbine that holds the magnets and wire sources of energy that cannot be made in a short amount of time process when plants use light from the sun to make food a location on the end of the Earth or a magnet, North or South Pole a harmful substance that does not belong in the environment energy that travels in waves or rays, such as light to cast or bend back from a surface sources of energy that can be made or replenished in a short time a turning or rotating part that connects the turbine to the generator the process of choosing a location for a wind turbine or farm an energy-rich substance made by plants a strong rotational windstorm over land structural support of the turbine a machine that converts kinetic energy of a moving fluid to mechanical power strong rotational storm in the Pacific Ocean a company that sells electricity to homes and businesses moving air; created by uneven heating of the Earth by the sun groups or clusters of wind turbines that produce large amounts of electricity together an instrument used to show the direction of the wind anything that requires energy to make a change

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National Sponsors and Partners Alaska Electric Light & Power Company Albuquerque Public Schools American Electric Power Foundation American Fuel & Petrochemical Manufacturers Armstrong Energy Corporation Robert L. Bayless, Producer, LLC BG Group/Shell BP America Inc. Blue Grass Energy Cape Light Compact–Massachusetts Central Alabama Electric Cooperative Chugach Electric Association, Inc. Citgo Clean Energy Collective CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline Columbia Gas of Massachusetts ComEd ConocoPhillips Constellation Cuesta College David Petroleum Corporation Desk and Derrick of Roswell, NM Direct Energy Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Kentucky Power E.M.G. Oil Properties Energy Trust of Oregon Ergodic Resources, LLC Escambia County Public School Foundation Eversource Exelon Exelon Foundation 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 Green Power EMC Greenwired, Inc. Guilford County Schools–North Carolina Gulf Power Harvard Petroleum Hawaii Energy Idaho National Laboratory Idaho Power ©2018 The NEED Project www.NEED.org

Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Inter-County Energy Jackson Energy James Madison University Kansas Corporation Commission Kentucky Department of Energy Development and Independence Kentucky Environmental Education Council Kentucky Power–An AEP Company Kentucky Utilities Company League of United Latin American Citizens – National Educational Service Centers Leidos Let’s GO Boys and Girls, Inc. Linn County Rural Electric Cooperative Llano Land and Exploration Louisville Gas and Electric Company Midwest Wind and Solar Minneapolis Public Schools Mississippi Development Authority–Energy Division Mississippi Gulf Coast Community Foundation Mojave Environmental Education Consortium 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 Nolin Rural Electric Cooperative Northern Rivers Family Services North Carolina Department of Environmental Quality North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corportation Opterra Energy Pacific Gas and Electric Company PECO Pecos Valley Energy Committee Peoples Gas

Pepco Performance Services, Inc. Petroleum Equipment and Services Association Phillips 66 PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Read & Stevens, Inc. Renewable Energy Alaska Project Resource Central Rhode Island Office of Energy Resources Robert Armstrong Roswell Geological Society Salt River Project Salt River Rural Electric Cooperative Sam Houston State University Schlumberger C.T. Seaver Trust Secure Futures, LLC Shelby County RECC Shell Shell Chemical Sigora Solar Singapore Ministry of Education Society of Petroleum Engineers David Sorenson South Kentucky RECC South Orange County Community College District Sports Dimensions Sustainable Business Ventures Corp Taft Union High School District 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 Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office Wayne County Sustainable Energy Western Massachusetts Electric Company Eversource Yates Petroleum Corporation