Title: Wind Turbine Challenge School Presentation
Duration: Up to one school day
Context: Presentation offered in the context of a traditional library “Author Visit”.
Curriculum Topics Covered: Engineering Design, Critical Thinking, Electricity, Forces, Motion, Energy Conversion
Facility: School Auditorium & Library
What’s Covered: The presentation kicks off in the auditorium where all participating students are presented with a challenge. The students are to design wind turbine blades for a set of model wind turbines they will be presented with later in the day. The student(s) that designs the blades that produce the most power win a pizza party for their homeroom class.
After this brief introduction, students learn about the basics of wind turbines and how they deliver power to homes and businesses. The basic considerations of wind turbine blade designs are also covered. Afterwards, a student volunteer is chosen from the audience to come to the stage and select from a number of pre-cut paper turbine blades, that they will then attach to a wind turbine model. Their progress is captured by a camera on the stage, and transmitted to a local projector so all students can see the action. Once the blades are attached, the model is placed in front of a fan, and the output voltage is measured. Success… but can other students do better?!?!
After this initial assembly, the interaction then transitions to the school library. Classes of students file into the school library throughout the day, and take turns designing, cutting-out, and testing their own paper turbine blades. Each student’s progress is recorded, and the winner(s) are declared at the end of the competition. The top winner(s) receive their prize and the top three winners receive a certificate commemorating their engineering achievement.
Resources Needed: A projector and microphone will be needed for the initial presentation in the auditorium. When students design, build, and test their blade designs in the school library afterwards, pencils, construction paper or card stock, rulers, school approved tape, and dozens of scissors will be needed. Everything else will be supplied by us!
Long-Term Learning: After the presentation, the host school will be given one 3D printed wind turbine kits (wind turbine, voltmeter, LED, secondary motor, etc), 1 Test Station (a fan). Educators will be able to use these kits to continue the learning indefinitely thereafter. Should additional wind turbine kits, activity books, or other items be needed thereafter, they can be ordered by contacting us via the Wind Turbine Challenge page.
What Does It Cost:
– 1 Day Engagement: $1,750/day
– 2 Day Engagement: $1,250/day (Where 2 schools/libraries order training for consecutive days. The total cost would be $2,500)
– 3 Day Engagement: $1,000/day (Where 3 schools/libraries order training for consecutive days. The total cost would be $3,000)
Note: All lesson related materials left with the school after the presentation are provided FREE of charge. See Long Term Learning above. Also, additional fees may apply for locations a significant distance away from major airports.
Contact Us: Use the form at the bottom of this page to contact us and learn more!
 | Wind Turbine Lesson: Once the above presentation is complete, schools can choose to purchase a full version of their own 3D printable Wind Turbine Challenge Kits, including the 3D printable files needed to make as many turbine structural parts as they desire. Several lesson expansion kits are also available. |  |
 | Professional Development: 3D Design and 3D Printing Workshop Interested in learning more about 3D Design and 3D Printing? This two day workshop, designed for STEM educators and Librarians, teaches the basics of 3D modeling and how to convert 3D designs into 3D printable objects. | |
 | Makerspace Consultation This consulting service, launching in late 2020, will allow STEM educators, librarians, administrators and others to tap into StoneOak Media's experience in Makerspace planning and design. Focusing on low-cost, easy to implement Makerspace solutions that deliver a wide array of hands-on opportunities for students, this service is being designed to enable schools and libraries to maximize the return on their makerspace investment. | (Coming Soon) |
Grade 4: Note: While this kit is designed to be used by students aged 13 and over, it can be used by younger students under close adult supervision.
-4-PS3-2 Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
-4-PS3-4 Energy: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (Note: In this lesson we use the transformation of the kinetic energy associated with the movement of air, to the mechanical energy associated with spinning blade. Next, this energy is converted to electrical energy by the turbine’s motor. Later this electricity powers an LED (light energy) and is eventually converted back into mechanical energy, when it is used to power a second electric motor. Students are challenged to design, test, and refine their turbine blade designs to produce the most power possible.)
-3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
-3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
-3-5-ETS1-3 Engineering Design: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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Grade 5: Note: While this kit is designed to be used by students aged 13 and over, it can be used by younger students under close adult supervision.
-3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
-3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
-3-5-ETS1-3 Engineering Design: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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Middle School (6-8)
-MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
-MS-ETS1-2 Engineering Design: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
-MS-ETS1-3 Engineering Design: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success
-MS-ETS-4 Engineering Design: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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High School (9-12)
-HS-PS3-3 Energy: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy
Grade 4: Note: While this kit is designed to be used by students aged 13 and over, it can be used by younger students under close adult supervision.
112.15 Science:
[6] Forces, Motion, and Energy: The student knows that energy exists in many forms and can be observed in cycles, patters, and systems. The student is expected to:
(a) Differentiate among forms of energy, including mechanical, sound, electrical light, and thermal
(b) differentiate between conductors and insulators of thermal and electrical energy
(c) Demonstrate that electricity travels in a closed path, creating an electrical circuit
Grade 5: Note: While this kit is designed to be used by students aged 13 and over, it can be used by younger students under close adult supervision.
112.16 Science:
[5] Matter and Energy:
(a) Classify matter based on measurable, testable, and observable physical properties, including: […] the ability to conduct or insulate thermal energy or electrical energy
112.16 Science:
[6] Force, Motion, and Energy:
(a) Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
(b) Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.
Grade 6: Note: While this kit is designed to be used by students aged 13 and over, it can be used by younger students under close adult supervision.
112.18. Science:
[9] Force, motion, and energy: The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:
(c) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. (Note: In this lesson we use the transformation of the kinetic energy associated with the movement of air, to the mechanical energy associated with spinning blade. Next, this energy is converted to electrical energy by the turbine’s motor. Later this electricity powers an LED (light energy) and is eventually converted back into mechanical energy, when it is used to power a second electric motor)
126.14. Technology Applications:
[1] Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(B) create original works as a means of personal or group expression;
(C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and
(D) discuss trends and possible outcomes
[4] Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete a project;
(C) collect and analyze data to identify solutions and make informed decisions;
(D) use multiple processes and diverse perspectives to explore alternative solutions;
(E) make informed decisions and support reasoning; and
(F) transfer current knowledge to the learning of newly encountered technologies.
Grade 7:
126.15. Technology Applications:
[1] Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(B) create original works as a means of personal or group expression;
(C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and
(D) discuss trends and possible outcomes
[4] Critical thinking, problem solving, and decision making. The student makes informed decisions by
applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete
a project;
(C) collect and analyze data to identify solutions and make informed decisions;
(D) use multiple processes and diverse perspectives to explore alternative solutions;
(E) make informed decisions and support reasoning; and
(F) transfer current knowledge to the learning of newly encountered technologies.
Grade 8:
126.16. Technology Applications:
[1] Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(B) create original works as a means of personal or group expression;
(C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and
(D) discuss trends and possible outcomes
[4] Critical thinking, problem solving, and decision making. The student makes informed decisions by
applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete
a project;
(C) collect and analyze data to identify solutions and make informed decisions;
(D) use multiple processes and diverse perspectives to explore alternative solutions;
(E) make informed decisions and support reasoning; and
(F) transfer current knowledge to the learning of newly encountered technologies.
Coming Soon