Anemometer3/7/2023 ![]() ![]() Students will record how many rotations are made over 2 minutes.Student groups will take their anemometer to a windy location they marked on one of their member’s maps.In Part 2, students will design adaptations to the anemometer model so it can spin even better. Student groups will compare the number of rotations they observed with other groups. In Part 1, student groups will record the number of rotations they observed by placing the anemometer in a windy spot for two minutes. The Test It! stage is separated into two sections. Student groups will plan out a location to assess its potential for energy collection Students will also mark what direction the wind was blowing at the time they visited.Students will mark local landmarks and the school building, to make as detailed a map as possible.Student groups will go outside and map windy locations around their schoolyard.Students will share their list with group members.Teacher will ask students if they have ever seen a wind turbine or anything else that spins in the wind.Students will list where windy spots can be found in different geographic locations.In Part 2, student groups will explore a location selected by the teacher and map out areas they observe to be the windiest. Students will share their ideas in their student groups. In Part 1, students will list where windy spots can be found in different geographic locations. The Design It! stage is separated into two sections. Teacher will give each student group an Anemometer Energy worksheet Students will be able to assess their local environment and point out where the best place would be to collect renewable energy ![]() Teacher Tip: Putting a 1-inch metal washer between the spinner piece and the anemometer cups can reduce friction, allowing for more rotations. Place the anemometer cups onto of the spinner piece. Place the spinner piece on top of the sharpened end of the pencil. 2 pencil into the base unit of the model. To build the anemometer, place the eraser end of the no.
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