Thursday and Friday, 9/29 and 9/30

Your goal is to decide, as a table team, whether Cape Wind is a good plan or not. You must gather evidence on one of the following opinions.


Point of View #1:
Many people believe that wind holds great promise as a viable source of alternative energy, and believe that it can be a central component of efforts to sharply reduce use of fossil fuels. They envision extensive build-out of windfarms - especially in areas like the midwest, off the Atlantic coastline, and in mountainous areas of the northeastern United States. Some people even talk about wind as being a primary transportation energy, powering electric trains and cars runnning on rechargable batteries. Many states provide subsidies and have developed other policies to promote wind development. Likewise, many energy companies that once focused on fossil fuels are now turning to wind.

Point of View #2:
Other people are more skeptical, pointing to the intermittent nature of wind, the relatively small output of turbines, and environmental problems including habitat fragmentation and mortality of birds and bats. Many people simply don't want to see wind towers when they look out upon mountainous landscapes and seashores. Some also complain about noise, light flicker, and potential dangers from ice throw and leaking lubricants. Companies proposing to develop windfarms routinely run into resistance by local residents seeking to stop the development of "industrial wind" in their areas. Over time, the opponents have become better organized and many websites have been created to oppose specific wind projects.
(http://klemow.wilkes.edu/Wind.Webquest.html)

Task
Use YouTube to gather at least three viewpoints about the Cape Wind project. Document each YouTube URL.
Find a website that is PRO the Cape Wind Development and one that is AGAINST the Cape Wind Development. Again, Document the URLS

Decide on two of the following roles:

Construction Worker
Estate Owner and Lawyer
Estate Cook
Real Estate Developer
Boat Rental Owner
Local Coffee Barista

Using the information available from above, try to answer the questions from the point of view of the jobs you picked.

Is the wind energy an economic benefit to the area?
Will the wind energy project hurt the local wildlife?
Will the wind project affect my job in a positive or negative way?
Will the wind energy project hurt my visual point of view?
If we don't build this project, will my job suffer?
Will this make my electricity cheaper?

Wind Power Basics

Task 1: What do you know about Wind Power Poster?

Wind Power1

Wind Power2

Wind Energy and Heat Transfer

Task 2: What is the best place in the West Delaware District to build a wind farm (you need to gather data from two different sites and compare)

Wind Speeds
Wind Generator Calculator
GIS Maps
Google Maps
Wind Speeds
Iowa Power Lines


Task 3: Cape Wind: To Build or Not to Build

Active Solar Energy

The Role of Insulation

Task 1:  Finding out about insulation

What does insulation do for us?
http://www.energysavers.gov/your_home/insulation_airsealing/index.cfm/mytopic=11510

http://rehabadvisor.pathnet.org/sp.asp?id=10783

How much insulation should an Iowa dwelling have?
http://www.ornl.gov/sci/roofs+walls/insulation/ins_16.html


What can be used for insulation?
http://www.rockwool.com/energy+efficiency/the+role+of+insulation


What about windows?


http://windows.lbl.gov/pub/selectingwindows/selectingwindows.html
http://www.energysavers.gov/your_home/windows_doors_skylights/index.cfm/mytopic=13480 

Can a house be sealed TOO tightly?
http://www.fcs.uga.edu/pubs/current/B924.html



Task 2:  Decide your floor plan.   http://www.sunplans.com/select/list

Calculate the R-value of your home by showing a

Find the R-values for your

*ceiling
*walls
*the south wall (this is probably 1/4 to 1/2 of the R-values of the other walls, because of all the glass.
*floor (optional)

by adding together the R-values table found here

Task 3:  Read the article on the Hodges passive solar home and comment on which of the features you think YOUR house has in it.   You should be able to identify at least 5 features.

Size, shape, and volume

Create a 27000 cubic centimeter house that is  round and then one that is square.  Both should have flat roofs, for the sake of simplicity.

Place an overhead light 30 cm above the two houses.
a) place a thermometer instide of each for 5 minutes and record the temperature change.
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Insulate your house before you proceed further.  Insulation may be up to 2.5 cm thick on the ceiling and 1 cm thick on the sides.



USE an OVERHEAD LIGHT 30 cm above the two houses.
a)  place a thermometer inside of each for 5 minutes and record the temperature change.
b) now add a open door and a window opposite the door.  Place a thermometer
inside of each for 5 minutes and record the temperature change.



USE a SIDE LIGHT 30 cm from the two houses.

a) close the windows and door with saran wrap or wax paper.   Place a thermometer
inside of each for 5 minutes and record the temperature change.
b) make an awning for the windows.   Place a thermometer
inside of each for 5 minutes and record the temperature change.

Summative Project on Earthquakes

Your project for this unit is to incorporate all the information we have researched and discussed into a Google Tour of plate tectonics.   You will need to include information on where earthquakes happens, types of boundaries, and the differences between places and faults.  Information about evidence for plate tectonics must accompany what   This means you'll need some work to identify WHERE you are going and then travel there.   An audio narrative will accompany this work, and identification of specific information is expected.

How will we grade this?   We'll brainstorm a rubric in class together, and it will be posted.

Week 2, Unit 1

We've all done a lot of work on research, but science is about EVIDENCE in a variety of ways.  That means we need to do something that will allow us to measure what is going on when an earthquake occurs.  For this series of tasks, you need to keep a data sheet, with tables, for your table.  A separate data sheet is needed for each task.  A data sheet will include the name of the task, your group members, information written in tables, and questions.   If you want, you may do this using a word processor like Google Docs.  That way you can share the information with me without worrying about losing paper.

Task 5:   P vs. S waves.   You will be creating P and S waves, and making observations to compare the two wave types.  Fill out this data sheet.

Task 6: Slip-strike motion.   You will need to use a block of wood, and rubber bands, and a surface that allows intermittent (step-by-step) motion to do this activity.   Ask your teacher to demonstrate if you need help.  Your data will be observations, PLUS the six quiz questions at that bottom.

Task 7:  Evidence for plate tectonics.   Print this page and highlight what is important about it.   Now, create a model (that would be a puzzle, a 3d diagram, a playdoh structure, or what the activity asks of you) that shows me you understand fossil distribution, paleomagnetism, and tectonic supercontinents

Task 8:  On Friday, please bring a package of m&ms or skittles and a package of mini marshmallows.  We will be using them for a class activity on Monday.