http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy2/cub_energy2_lesson07.xmllessontext/xmlIntegrated Teaching and Learning Program, anemometerelectric generatorenergyfarmgeneratorrenewableturbinepowerspeedwindanemometerenergygeneratorkinetic energyrenewable energyrotorturbinewind energywind farmwind turbine

Students learn about wind as a source of renewable energy and explore the advantages and disadvantages wind turbines and wind farms. They also learn about the effectiveness of wind turbines in varying weather conditions and how engineers work to create wind power that is cheaper, more reliable and safer for wildlife.

Moving air behaves like a fluid, so engineers study wind and its behavior for many purposes. They are interested in how fluids (air, water, gases) flow around various shapes. Visualizing flow patterns is important in designing cars, ships, airplanes, bicycles, helmets, clothing and fabrics, sports gear, wind breaks, or anything that air or water moves over. It is also important in mixing chemicals efficiently and understanding the weather patterns on Earth and planets. An understanding of fluid flow has resulted in more aerodynamic car shapes — modern vehicles designed with curved or more slanted front ends to reduce the amount that the wind pushes on the car as it moves forward. Engineers’ use of wind tunnels and computer modeling has impacted the evolution of body positions for ice skaters, swimmers, divers, bicyclists, skiers and many other athletic pursuits. Define wind energy as a renewable energy source.Define wind energy, wind turbine and wind farm. List some advantages and disadvantages of wind turbines.Recognize that engineers develop technologies that harness energy from the wind. 15TeachEngineering.orgXochitl Zamora-ThompsonSabre DurenNatalie MachMalinda Schaefer ZarskeDenise W. Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_energy2/cub_energy2_lesson07_reading.pdfhttp://www.usatoday.com/news/science/enviro/2001-07-05-wind-power-bugs.htmHewitt, Paul G. Conceptual Physics. Boston, MA: Little, Brown and Company, 1977.Kagan, S. Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Learning, 1994. (Source of Inside-Outside Circle assessment tool.)http://www.nrel.gov/learning/http://www.awea.org/pubs/factsheets.htmlhttp://www.eere.energy.gov/windandhydro/windpoweringamerica/wind_maps.aspS11417D6International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Energy comes in different forms. 35S11417D7International_Technology_Education_Association-ITEA_STL_StandardsTechnologyD. Tools, machines, products, and systems use energy in order to do work.35S11424F3ColoradoSciencea. Identify and describe the variety of energy sources 44S11424F6ColoradoScienced. Use multiple resources - including print, electronic, and human - to locate information about different sources of renewable and nonrenewable energy44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-11-294Teacher