Learning Resource Type

Classroom Resource

Windmills: Putting Wind Energy to Work

Subject Area

Science

Grade(s)

4

Overview

For hundreds of years, people have harnessed moving air (wind) to do work. The earliest forms of wind-powered machines were sailboats. Wind pushing against the sails of a boat provided the energy to move the boat across the water, saving people the trouble of rowing. Later, people discovered that if they attached sail-like panels to a wheel at the top of a stationary tower, wind blowing against the panels would cause the wheel and the central shaft to which it was attached to turn. The shaft drove mechanisms inside the tower that were used to mill, or grind, grain into flour. These wind-driven mills were called, simply, windmills. And even though wind-driven machines are now also used to pump water from wells and to generate electricity, the name windmill has stuck.

In this activity, students review the engineering design process and discuss how wind can be used to help get work done. They look at a variety of windmills, focusing on the different materials used in the construction of windmills and the type of work each windmill is designed to do. Finally, they use simple materials to build their own windmills to do work.

    Science (2015) Grade(s): 4

    SC15.4.4

    Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

    Unpacked Content

    UP:SC15.4.4

    Vocabulary

    • criteria
    • constraint
    • energy
    • device
    • convert
    • design
    • construct
    • kinetic
    • potential
    • transform
    • evidence
    • engineering design process
    • ask
    • imagine
    • plan
    • create
    • improve

    Knowledge

    Students know:
    • Energy can be transferred from place to place by electric currents.

    Skills

    Students are able to:
    • Use scientific knowledge to generate design solutions that convert energy from one form to another.
    • Describe the given criteria and constraints of the design, which include the following:
      • The initial and final forms of energy.
      • Describe how the solution functions to transfer energy from one form to another.
    • Evaluate potential solutions in terms of the desired features.
    • Modify the design solutions to make them more effective.

    Understanding

    Students understand that:
    • Energy can be transferred in various ways and between objects.
    • Engineers improve existing technologies or develop new ones but are limited by available resources.

    Scientific and Engineering Practices

    Constructing Explanations and Designing Solutions

    Crosscutting Concepts

    Energy and Matter
    Science (2015) Grade(s): 4

    SC15.4.5

    Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

    Unpacked Content

    UP:SC15.4.5

    Vocabulary

    • natural resources
    • natural renewable resources
    • nonrenewable resources
    • fossil fuels
    • air pollution
    • pollution
    • solar energy
    • environment
    • effects
    • affects
    • habitat
    • solar panel
    • impact
    • solution
    • derived
    • harness

    Knowledge

    Students know:
    • How energy is derived from natural resources.
    • How energy resources derived from natural resources address human energy needs.
    • Positive and negative environmental effects of using each energy resource.
    • The role of technology in improving or mediating the environmental effects of using a given resource.

    Skills

    Students are able to:
    • Waves, which are the regular patterns of motion, can be made in water by disturbing the surface.
    • When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
    • Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

    Understanding

    Students understand that:
    • Energy and fuels that humans use are derived from natural sources, and their use affects the environment in numerous ways.
    • Resources are renewable over time, while others are not.

    Scientific and Engineering Practices

    Obtaining, Evaluating, and Communicating Information

    Crosscutting Concepts

    Cause and Effect
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    PBS
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
    License

    License Type

    CUSTOM
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