Energy Transformations of Wind Turbine

LEARNING TARGET:

• I can describe the energy transformations of a wind turbine system.

HOWLs TARGET: 

• I keep working until the assessment is complete.

AGENDA :  
I. Final assessment

• identify and describe energy transfers through the wind turbine system
• The ______________ energy of the _________ changes to ____________ energy in the _______________.
• identify and describe lost energy
• explain how the wind turbine relates to the Law of Conservation of Energy
• exceeding
• identify the input form of energy and the output form of energy
• describe how the generator in a wind turbine produces an electric current (required vocabulary: magnetic field, electric current)

HOMEWORK: Energy assessment due tomorrow.

Forces on Blades

LEARNING TARGET:

• I can use the terms lift, drag and weight distribution to explain blade designs.

HOWLs TARGET: 

• I keep working until the reading and notes are finished.

AGENDA :  

I. Forces of Flight (Identifying forces on a blade design): https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-aerodynamics-k4.html

FOR THE FOLLOWING 2 LINKS, OPEN IN CHROME. WHEN YOU OPEN THE PAGE, CLICK ON THE CIRCLED "i" IN THE URL BOX. SCROLL TO "FLASH" AND SELECT ALLOW. REFRESH PAGE AND THE FLASHPLAYER SHOULD WORK.

• http://www.pbs.org/wgbh/nova/space/lift-drag.html
• http://howthingsfly.si.edu/activities/forces-flight
• Lift
• Drag
• Weight Distribution

Blade design: http://www.alternative-energy-tutorials.com/energy-articles/wind-turbine-blade-design.html

HOMEWORK: FINISH NOTETAKER

Wind Turbines and Whirligigs

LEARNING TARGET:

• I can use the links to compare structure, function, and energy transformations of wind turbines and whirligigs.

HOWLs TARGET: 

• I keep working until the reading and notes are finished.

AGENDA :  

I. Warm-up: What are the energy transformations from the battery to the propeller?

II. Transform motion energy to light energy

III. Research wind turbines vs. whirligigs

Wind Turbine Links:

• https://energy.gov/eere/wind/how-do-wind-turbines-work
• http://www.explainthatstuff.com/windturbines.html

Whirligig Links:

• http://www.wisegeek.com/what-is-a-whirligig.htm
• https://www.youtube.com/watch?v=Lnm_16KUF0M

IV. Complete Notetaker

HOMEWORK: Notetaker finished by end of class Wednesday. If not, finish for homework.

MAGNETISM READING

LEARNING TARGET:

• I can use the text to take notes on magnets and magnetic fields.

HOWLs TARGET: 

• I keep working until the reading and notes are finished.

AGENDA :  WE WILL BE USING MAGNETS ON MONDAY. THE PURPOSE OF THE READING IS TO LEARN THE PARTS OF A MAGNET SO YOU CAN USE THE TERMS WHEN DESCRIBING THE ACTIONS OF A MAGNET.

I. CK-12 Reading on magnets and magnetic fields: http://www.ck12.org/book/CK-12-Physical-Science-For-Middle-School/section/24.1/

• Take notes in either the back of your notebook OR use the provided notetaker sheet
• To earn a 3 in Responsibility: read and take notes until the end of "Magnetic Fields" 
• To earn a 3+ in Responsibility and Perseverance: read and take notes on rest of reading.

• For those taking notes in back of notebook, the suggested "boxes and bullets" are:
• Magnets:
• magnetic poles:
• magnetic force:
• magnetic fields (add diagrams of magnetic field around a single magnet, 2 magnets with opposite poles facing one another, 2 magnets with the same poles facing one another)
• Magnetism:
• non-magnetic materials:
• magnetic materials (define and describe what the magnetic domains are doing):

HOMEWORK: IF YOU DID NOT FINISH TAKING NOTES UNTIL THE END OF "MAGNETIC FIELDS", FINISH FOR HOMEWORK. DUE MONDAY.

Bill Nye Video

Thank you for volunteering your laptop. Please click here for the link to the Bill Nye Video: https://www.youtube.com/watch?v=WnCm5pamrbM

The Bill Nye Video is a small screen with a larger background screen. This was the best I could find without being cut-off.

Circuits

LEARNING TARGET:

• I can explain how a circuit works.

HOWLs TARGET: 

• I treat all lab equipment with care.

AGENDA :

I. Warm-up: What are the musts for the lightbulb to light up? What are the energy transfers in your system?

II. What is a Circuit?

• Reading: http://discoverykids.com/articles/how-do-electric-circuits-work/
• Notes on a circuit
• Video: https://www.youtube.com/watch?v=EJeAuQ7pkpc
• Human circuit
• • What are the silver prongs representing? (positive and negative charges)
  • What is the power source?
  • What are the humans representing?
  
  

HOMEWORK: NONE

Electric Charges

LEARNING TARGET:

• I can use the terms attractive forces and repulsive forces to explain what a charge is.

HOWLs TARGET: 

• I treat all lab equipment with care.

AGENDA :

I. Warm-up: What are the musts for the lightbulb to light up? What are the energy transfers in your system?

II. Static Electricity

• What happens when you rub a balloon on your head and stick it to the wall?
• What is a charge?
• Electrotape investigation -stick two pieces of tape on a table and rub firmly. Gently lift them up and bring together to observe a charge
• PHET Balloon investigation: https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html
• Answer the following questions:
• 1.  Rub balloon on the sweater.  What charge is the balloon collecting?
• 2.  Bring balloon near sweater.  What happens?  Bring balloon near wall.  What happens.  Why does this happen in each situation?
• 3.  Hold the balloon straight up so string is straight.  Which object does the balloon move to?  Why does the balloon move towards this object instead of the other?

III. John Travoltage: https://phet.colorado.edu/sims/html/john-travoltage/latest/john-travoltage_en.html

• Answer the following questions:
• 1. Rub his foot on the rug then bring his finger near the door knob. Why does the electric charge move towards the door knob but not the wood door?
• 2. Is this demonstrating an attractive force or a repulsive force? Why? 
• 3. Why can't he "shock" himself?

HOMEWORK: None