Analyze windspeed with anemometers

Time to complete lesson 

Five 50-minute class periods

Learning objectives 

• Students build and calibrate analog and digital anemometers using instructions. 
• Students use an analog anemometer to calculate wind speed.
• Students use digital anemometers to compare and contrast local and regional windspeeds using data visualized with digital tools.

21st century technical skills used

• Mechanical engineering
• Electrical engineering
• Software engineering
• Data science 

Scope and sequence

See the Detailed Lesson Timeline for a more in-depth look at the lesson.

Part 1: Prior knowledge

• Students are introduced to the context of the lesson which places them in the role of scientists collecting wind speed data to locate the best area for a wind farm. Students answer questions related to lesson learning objectives as a pre-assessment. Students are also introduced to the project’s working vocabulary.

Part 2: Analog data

• Students research the Beaufort scale and use it to classify wind. Students construct and calibrate an analog anemometer and use it to mathematically calculate and measure wind speed.

Part 3: Digital data

• Students work in pairs to assemble a sensor-enabled anemometer and a motorized anemometer.

These digital anemometers are connected to Excel using a microcontroller allowing students to visualize live digital wind speed data. The motorized anemometer interacts with an Excel digital map and spins, simulating regional wind speed according to the area selected on the map.

Part 4: Reflection

• Students finalize any unfinished components of the student journal. Students complete and discuss the reflection questions in the student journal.

Science and engineering processes

• The concepts and materials in this lesson provide opportunities to engage your students in the engineer’s design process and testing of ideas using the scientific method.
• Use the templates located in the Science and engineering processes page to guide your students.

We encourage teachers to hack this project! This is a suggested scope and sequence only. Please use our materials in a way that best supports your unique students and desired learning outcomes.

NGSS

Performance Expectation (MS-ETS1-4) 

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. 

Science and Engineering Practices 

Developing and Using Models 

• Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems 
• Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MS-ETS1-4) 

Disciplinary Core Ideas 

ETS1.B: Developing Possible Solutions  

• Models of all kinds are important for testing solutions. (MS-ETS1-4) 

Crosscutting Concepts 

Influence of Science, Engineering, and Technology on Society and the Natural World  

• The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1) 

ISTE

• 6c – Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
• 7c – Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

CCSS

• Understand ratio concepts and use ratio reasoning to solve problems. CCSS.MATH.CONTENT.6.RP.A.1
  Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
• Analyze proportional relationships and use them to solve real-world and mathematical problems. CCSS.MATH.CONTENT.7.RP.A.1
  Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
• Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. CCSS.MATH.CONTENT.7.G.B.4
  Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.