TEKS IPC.6G Archives

Bell Ringer

Instructions: Select one of the Bell Ringers for students to reflect on and answer.

Vocabulary

Instructions: Go over important terms and their definitions before watching the Introduction to Wind video. Student vocabulary list can be found in the Student Guide and Introduction to Wind – Starter Pack.

Word	Definition	Example
Generator	noun; a machine that converts mechanical energy into electrical energy	“Wind turns the blades, which turns the generator, and that makes electricity.”
Modular	adjective; made of separate parts or modules that can be rearranged or replaced	“Then, [wind energy is] modular.”
Emissions	noun; gas or particles released into the air, especially by cars, factories and power plants	“. . . once [wind turbines are] built, there are zero emissions, carbon or anything else.”
Carbon	noun; a chemical element that is part of gases like carbon dioxide (CO₂), which is released when things like fuel or wood are burned.	“. . . once [wind turbines are] built, there are zero emissions, carbon or anything else.”
Wind Turbines	noun; a tall machine with large blades that spins when the wind blows, used to turn wind energy into electricity	“Some people don’t want to look at all the [wind] turbines, and the closer they are, the less people want to look at them.”
Offshore	adjective; located in the ocean, away from the coast	“So, you can put [wind turbines] offshore, but this makes wind power several times more expensive.”
Transmission	noun; the process of moving electricity from where it is made to where it is used	“Or you can put [wind turbines] far away . . . but then you’ve got to build long distance transmission . . .”
Disposal	noun; the act of getting rid of something safely and properly	“[Wind power] kills birds and bats, requires mining for metals, and disposal once the blades wear out.”
Intermittent	adjective; happening sometimes, but not regularly or continuously – starting and stopping	“Finally, the biggest challenge is that wind is intermittent.”
Backup Generation	noun; extra power sources used when the main ones aren’t available	“So, wind is a new clean power source that is affordable unless building transmission and backup generation make it unaffordable.”
Energy Transition	noun; the shift from one mix of energy sources to another over time	“. . . a successful energy transition will require the right balance of many energy sources.”

Quiz & Cloze Notes

Instructions: Review key concepts after watching the Introduction to Wind video. The Student Guide and Introduction to Wind – Starter Pack contain the quiz and cloze notes.
Answer Key: Q1:B Q2:A Q3:D Q4:B
Cloze Notes Answer Key: affordable, fast, emissions, transmission lines, intermittent, backup, generation

Data Set

Instructions: Provide students with the Introduction to Wind – Data Set for data literacy and analysis practice.

Data Table

Country	2024 Wind Power Generation (TWh)
Canada	45.12
China	991.60
Germany	133.44
India	81.57
Spain	62.93
Turkey	36.53
United States	453.45

Answer Key: Question 1: Answers will vary. (Example: I chose Germany and India. In 2024, Germany produced 133.44 TWh of wind energy, and India produced 81.57 TWh of wind energy. So, Germany produced 51.87 TWh more wind energy than India that year.)
Question 2: Answers will vary. (Example: Yes, I think that wind energy is growing worldwide, because almost every country on the chart has a line that goes upward from 2010 to 2024, showing that they are making more wind power each year.
Question 3: The total combined 2024 wind energy production of the countries on the chart, minus China, is 813.04 TWh. In 2024, China produced 991.60 TWh of wind power, which is more than all the other six countries combined.
Question 4: Answers will vary. (Example: Some challenges to increasing wind energy is the need for a lot of space and of course, wind! People may be opposed to having wind turbines near their homes, because of the noise, environmental impact, and how they look.)

Build a Windmill Hands-On

Instructions: Use the Build a Windmill Hands-On – Student Handout and the following Teacher Guide to conduct the lab activity.

Introduction

In this hands-on activity, students will step into the role of engineers to design, build, and test their own model wind turbines. Using simple, everyday materials, they will explore how blade shape, size, and structure impact turbine performance while applying the engineering design process to a real-world energy challenge. Through experimentation and analysis, students will deepen their understanding of how wind energy is converted into mechanical energy and how innovation can improve energy efficiency.

Materials

Student Handout
Components of a Wind Turbine (included)
Pictures of wind turbines (included)
Plastic/wax paper cups or recycled supplies
1g-190g weights (optional)
Cardboard

Wooden skewers
Paperboard (cereal box, poster board, etc.)
Tape and rulers
String
Fan or hair dryer for wind generation
Extension cord (optional)

Student Objectives

Students will be able to:

Design, build, and test a model wind turbine using the engineering design process.
Analyze how changes in blade design and turbine structure affect performance and efficiency.

Activity

1. Setup: Split students into groups of 2-3. Place all available building materials on a central supplies table. Distribute Experimental Design Form to each student. Ensure that you have access to a power source for the fan and/or hair dryer.

2. Intro: Show students the pictures of wind turbines and ask, “What do you notice about these wind turbines?” Answers may include the shape, angle, number, length and width of the blades, the size of the tower, the proximity to other wind turbines, the ladders to access the offshore turbines, etc.

3. Goal: Students must construct a windmill that can raise a plastic cup to touch the “nacelle” (see Components of a Wind Turbine). Which team can raise their cup the fastest? Choose a fan/hairdryer speed, location and angle and demonstrate the “weather conditions” to the class.
Note: Wind turbines can be secured to the edge of a desk and cups must hang beyond the edge of the desk. Towers must be 12″ high. String length (from top of the cup to the nacelle) must be 14″. “Weather conditions” must remain constant during testing and presentation stages.
Alternative goal: Increase difficulty by challenging teams to use weights instead of cups. Which team can raise a 2g weight to the nacelle the fastest? Of the finalist teams, which team’s wind turbine can lift the most weight?

4. Activity Stage 1: Each group has 20-30 minutes to research and plan a design for a wind turbine that can lift a plastic cup using the provided materials. Students can use the Experimental Design form in the Student Handout and should plan to submit any extra sketches made during this stage. Students must make a hypothesis about the shape and number of blades on their turbine. Designs must be approved by an instructor.

5. Activity Stage 2: Teams spend 30-45 minutes building and testing the wind turbine. Students should secure the string and cup to the turbine in such a way that the string wraps around the nacelle as the blades turn. Students must document their findings on the Experimental Design Form (Student Handout).

6. Analyze and Discuss: Teams present their hypothesis and findings, then test their turbine in front of the class. Time how long it takes for the cup to raise to the top. Encourage class feedback and discussion after each demo, creating and testing hypotheses throughout presentations.

7. Submit: Complete and submit the Experiment Design Form (Student Handout), along with any additional sketches.