Curriculum Connections

I would use my project with a high school physics class and a middle school math class. In a high school physics class standard one of the Indiana Academic Standards would more than apply to my topic.

“Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge…. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities… They also learn how physics can help to promote new technologies.”

Specific Standards:
P.1.5 Use appropriate vector and scalar quantities to solve kinematics and dynamics problems in one and two dimensions.
P.1.6 Describe and measure motion in terms of position, time, and the derived quantities of velocity and acceleration.
P.1.7 Use Newton’s Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object.
P.1.8 Describe the nature of centripetal force and centripetal acceleration (including the formula a = v2/r), and use these ideas to predict the motion of an object.
P.1.9 Use the conservation of energy and conservation of momentum laws to predict, both conceptually and quantitatively, the results of the interactions between objects.
P.1.10 Demonstrate an understanding of the inverse square nature of gravitational and electrostatic forces.

Studies could be done to show the force of winds on a wind turbine and how those forces make a turbine work. Additionally students could be able to create amortizations of how much wind will need to be present for the wind turbine to produce a given quantity of electricity. This lesson could further be spilled over into Algebra where calculations could be graphed to show relationships between wind speed, atmospheric consistency, and electricity production.

In a middle school math class the economics of owning a wind turbine could be explored. For example students could calculate how long it would take to pay off the initial investment of equipment and how the variables of speed and atmospheric consistency play a role in this outcome. The Indiana Academic Standards for 8th Grade Math would apply here particularly Standard #8.

8.6.4 Analyze, interpret, and display single- and two-variable data in appropriate bar, line, and circle graphs; stem-and-leaf plots*; and box-and-whisker plots* and explain which types of display are appropriate for various data sets.
8.6.5 Represent two-variable data with a scatterplot* on the coordinate plane and describe how the data points are distributed. If the pattern appears to be linear, draw a line that appears to best fit the data and write the equation of that line.

As suggested by the standards students could create a visual representation showing the variables effect on economic production. I think students would quickly draw the conclusion that LOCATION is key to having success with a wind turbine.