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Mfr Part # KT-PR0047NA
LULZBOT MINI 2 NORTH AMERICA
LulzBot
Generate Renewable Energy with Wind Turbines
2
2023-03-30 | By Lulzbot
License: See Original Project 3D Printing
Courtesy of Lulzbot
Guide by Lulzbot
DESCRIPTION
Renewable energy sources are on the rise globally as we work to combat climate change and man-made pollution across our planet. Through this lesson, we look at how Wind Turbines generate electricity as students are challenged to create their own renewable energy sources!
INTRODUCTION
LESSON OVERVIEW:
Through this lesson, students will learn about the importance of renewable energy sources as we cover the impact nonrenewable sources have on the Earth’s ecosystems. Students will learn how wind turbines create electricity using generators, as well as how the airfoils of a wind turbine’s blade functions.
Through the utilization of an engineering design process, students will brainstorm different wind turbine designs based upon the specifications and constraints of the challenge. Students will then apply prototyping techniques to design and build their very own wind turbine!
Once built, students will be able to test and evaluate the performance of their wind turbine as we continue to make connections to the real-world. We will also discuss the importance of redesign as we reflect upon the performance of our solutions and work to make improvements using what we’ve learned.
There are countless ways to adapt and modify this lesson to suit the needs of elementary, middle, or high school learners based upon prior experiences and abilities. There are also endless adaptations that can be based upon available resources, time, and focus of your course’s objectives.
A HAWT and VAWT Turbine prototypes printed on a LulzBot Mini 2
UTILIZING AN ENGINEERING DESIGN PROCESS:
An Engineering Design Process, or design loop, is a method used by scientists, designers, and engineers to develop solutions to our everyday problems. Through a design loop, students will develop skills in problem solving as they brainstorm solutions and work to create a prototype through hands-on activities.
Design loops come in many shapes and sizes, but none are ever truly ending. The “last” step of any design loop is redesign, or reflection, where we look at what we’ve learned in our developed prototype to improve upon its design. Not being afraid of failure is a powerful concept that leads to greater success and implementation of redesign.
LESSON OBJECTIVES:
- Students will be able to identify the differences between renewable and nonrenewable energy sources
- Students will be able to identify how electricity can be created
- Students will understand how wind turbines work
- Students will utilize an engineering design process to develop their own solutions to a real-world problem
- Students will utilize computer aided design (CAD) software to create a 3D, model that can be produced on a 3D printer
- Students will understand how 3D printers work and how they are used in industrial settings
- Students will be able to safely apply prototyping techniques to construct designed solutions to real-world problems
MATERIALS:
This is a list of materials each student will need to complete this lesson:
- Computer or tablet with Internet access
- Computer Aided Design (CAD) software
- 3D Printer and Filament
- DC Motor
- Voltmeter (or multimeter) per student or per group
- Paper, pencils
- Click here for sample models shown throughout this lesson
MODIFICATIONS:
In addition to this lesson plan, see our One Page Brief [PDF] that can be used to guide students through the lesson. These are additional examples as to how this lesson could be modified:
- Additional tools and materials to construct prototypes such as cardboard, popsicle sticks, Styrofoam, or hot glue to combine with 3D printed parts
- LED bulbs can be attached to the motor as they will illuminate with generated electricity from turbine
- If DC motors used are 5v, a 5v USB adapter can be connected so the motors (generators) will charge mobile devices (if enough electricity can be produced based on performance of the turbine)
- Incorporating a microcontroller, like a Micro:Bit or Arduino, to interact with wind turbine prototypes could add elements for computer science
CONSIDERATIONS:
Based upon the age of your students, introduce the concepts of electricity, energy, renewable and nonrenewable resources using terms and concepts familiar to their prior experiences and needs.
When working with DC motors, choosing motors with wires already attached removes the need for soldering and makes the motors easier to work with for younger students. Consider applying tape or hot glue to the wires so they do not break off during prototyping.
Proper safety procedures should be introduced to students when working in any makerspace or lab environment. When students are around machines such as 3D printers, or using tools to cut or glue materials, students must be informed of potential hazards and taught how to use these resources safely. For reference, see the safety resources offered by ITEEA.
Example wind turbine made with a combination of materials in addition to 3D printed parts
Printed on a LulzBot Mini 2
ASSESSMENTS:
Opportunities for formative assessments will take place through observations and discussions between students as they interact with the content in this lesson. For summative assessment, we recommend utilizing a rubric to assess how a student was able to apply the engineering design process to solve an open-ended problem. Example Rubric - PDF
IDENTIFY THE PROBLEM
WHERE DOES ELECTRICITY COME FROM?
In today’s world, we rely heavily on electricity. We need it for our homes, for our hospitals, to cook or to travel, even non-electronic things were made and delivered to us using electricity. But do we know what electricity is?
Electricity is phenomenon that exists in nature, but can also be created, stored, and used. This generated form of electricity is comprised of atoms that contain a positive or negative charge. These charged atoms are moving, or flowing, and we use this energy to power all of our electronic devices!
To create electricity for our homes, we have used power plants. A power plant typically uses fuels like coal or natural gas (fossil Fuels), or nuclear energy to create heat. This heat is then used to boil water to make steam. Through a series of pipes, steam is directed to a turbine or fan which is connected to a generator. Generators use magnetism to create electricity which is then sent to your homes through our power grids.
Power plants like these are considered to be nonrenewable energy sources because the fuel cannot be reused after being converted into heat to create steam. This process of burning fuel also creates a byproduct of harmful greenhouse gases that pollute our ecosystems.
WHAT IS RENEWABLE ENERGY
Now that we’ve learned how typically power plants burn fossil fuels like coal or natural gas to create heat, lets discuss a cleaner way to make electricity! Renewable energy are methods of creating electricity with fuel, or energy that can be reused. Renewable resources include natural energy forms like wind, water, or solar, as well as geothermal, biofuels, or even biomass waste. Unlike nonrenewable energy, renewable energy does not directly create greenhouse gas pollutants and use methods that will not run out.
There are different methods to creating renewable energy, but many of them use generators just like a typical power plant. Hydroelectric power plants use flowing water to turn the turbines of a generator and while wind turbines use wind. Some methods like geothermal or solar thermal use heat to create steam which turns a turbine, while photovoltaic cells, or solar panels, use sunlight to create electricity through flowing electrons.
But of the different forms of renewable energy available, and with the clear benefits for the environment, why does renewable energy account for less than 15% of electricity created in the United States (in 2018)?
IDENTIFY THE PROBLEM
As wind Turbines account for approximately 24% of the renewable energy created In the United States (which is only about 11% of total energy produced), they are one of the most widely used forms of renewable energy worldwide. While there are many benefits to wind energy, there are also, many challenges. The first of which is cost, wind turbines are expensive and as they only create electricity when there’s wind, many companies can’t afford to produce wind turbines that may only be used part of the time. Wind turbines are also often considered to be ugly, loud, and can impact local wildlife negatively.
Using an engineering design process, can we design and create our own prototype wind turbines that combat the drawbacks of typical wind turbines such as cost, looks, noise, and or wildlife impact?
Challenge Constraints include but are not limited to:
- You must address at least one of the defined drawbacks for wind turbines
- You have 1 day to brainstorm, 3 days to build, and 1 day to test & evaluate
- You must design your prototype to support the provided DC motor that will act as your generator
- Your 3D Model build volume may not exceed 36 in3
- You must incorporate at least three different materials
Typical types of Horizontal (HAWT) and Vertical Axis (VAWT) Wind Turbines
BRAINSTORM POSSIBLE SOLUTIONS
WHY SOLUTIONS AND NOT SOLUTION?
The second step of our Engineering Design Process is “Brainstorm Possible Solutions.” A key part of this step is solutions being plural, meaning more than one. Why do designers and engineers think of more than one way to solve a problem?
BRAINSTORMING OUR SOLUTIONS
As we work to think of different ways to solve this problem, there are a few things we can consider assisting in our design. The first is learning from existing wind turbine styles. Wind turbines can have either a vertical axis (VAWT) or horizontal axis (HAWT) with different blade configurations for each. Take time to research and learn about the benefits and drawbacks to each type. Which do you think would best suit our needs and why?
Remember, we must address at least one of the defined drawbacks for wind turbines in our designed solutions. The drawbacks are Cost, Aesthetics, Noise, and Negative Impacts on Wildlife.
After researching the various types of turbines, blades, and drawbacks, begin to brainstorm different ways, you could construct your own turbine under the specifications and constraints of the challenge. Thumbnail sketches are a great way to think of many ideas quickly without getting caught up on the details. Once you’ve completed the thumbnail sketches, narrow your choices down as you create your final design.
For your final sketch, create a clear design that is neat and labeled. Consider drawing your design from multiple views (front, top, side, or isometric) to better portray your ideas.
RESOURCES:
DEVELOP A PROTOTYPE
WHAT IS 3D PRINTING?
Step 3 of the engineering design process is all about constructing our prototype solution! In this step, we are going to get hands-on with software and machinery to create our final design.
One of the key prototyping machines used by professional designers, engineers, and scientists is a 3D printer. There are a lot of different types of 3D printers out there, but all 3D printers create physical objects you can touch, and hold based on a 3D design or model. Some 3D printers melt rolls of plastic into the model, while others use light to harden a liquid resin. There are even 3D printers that can print concrete, metal, or living cell tissue!
Lulzbot 3D printers use the fused deposition modeling process (FDM) that feeds and melts spools of plastic through a nozzle, kind of like glue traveling through a hot glue gun. The plastic is fed, or extruded, layer by layer to create the model designed in computer aided design (CAD) software. Once we design your wind turbine model in CAD software, we will be able to send them to a 3D printer to be manufactured!
DEVELOPING OUR 3D MODELS
Now that we’ve brainstormed our wind turbine designs, it is time to begin to fabricate it! But before we can 3D print our parts; we need a 3D design. To create this, we will use computer aided design software, or CAD. There’s plenty of great free CAD programs out there, we recommend Tinkercad, FreeCAD, Fusion360, or OnShape for students. When designing your model, there’s a few things to consider that will best prepare it for 3D printing:
- Size - Make sure you are keeping track of your dimensions, or measurements as you design
- Base - Try to design a model with a flat base so it is supported while printing from bottom up
- Overhangs - When possible, avoid overhangs to reduce the amount of support material needed
- Tolerances - Where parts fit together or fit with something else, leave some “wiggle” room or a tolerance as the plastic will shrink during printing
Example of a flawed design created in Tinkercad with overhangs and without a flat base
Example of a corrected design created in Tinkercad
VAWT Turbine Blades designed in Tinkercad
Printed on a LulzBot Mini 2
PRINTING
Once students have completed their designs, it’s time to download and prepare them to use Cura. Cura is not a CAD program in that it allows you to design your models. Instead, Cura “slices” models’ layer by layer to create a program file, or Gcode file for the 3D printer to read. This Gcode file is a set of directions that the 3D printer follows as it prints your model.
In general, we recommend PLA filament for most classroom uses as it’s a safe plastic to print in schools and prints easily in nearly any setting. PLA works well for most applications, but if you need your prototype to be exceptionally strong, or able to resist the sun or high temperatures, consider looking into other materials that may better suit your needs.
When printing your student’s models, a “high speed” setting will probably be best to get all the models printed quickly at good quality. The default layer height for high speed is 0.38mm. If the models are small, detailed, or delicate, consider using a “standard” or “high detail” print setting which uses a smaller layer height. The smaller the layer height, the slower the print but the smoother and more refined the finished model will be. If you students have any overhangs, you should use support material. Support material is automatically drawn by Cura and it fills any gaps or structural flaws. After the model is printed, support material can be carefully removed by peeling it off of the model. When possible, avoid needing supports in your model design as it adds time, uses additional material, and may reduce the quality of the finished print. However, sometimes support material is unavoidable and needed to print designs.
Discussing Gcode is a good lesson in itself! Gcode is a list of directions for the machines to follow and can be read using a basic text program. Did you know early CNC machines required people to write Gcode manually? Luckily, we have Cura for that now!
Preparing a VAWT design in Cura LulzBot Edition to be 3D Printed on a Mini 2
CONSTRUCTING OUR PROTOTYPES
In the final part of this stage in the engineering design process, we must construct our prototypes after all parts have been 3D printed. Depending on available resources and the specifications and constraints of the challenge, this step may involve assembling 3D printed parts together, or gluing other materials like popsicle sticks or skewers to parts that have been 3D printed.
Ensure turbine blades have been securely fastened to the DC motors. Avoid using hot glue, as glue around the motor shaft could prevent the motor from spinning. A hot air gun or blow dryer allows PLA to be softened which may help in installation if some tolerances are a little tight.
Remember, proper safety procedures should be introduced to students when working in any makerspace or lab environment. When students are around machines such as 3D printers, or using tools to cut or glue materials, students must be informed of potential hazards and taught how to use these resources safely. For reference, see the safety resources offered by ITEEA.
TEST AND EVALUATE
TESTING CRITERIA
Before we test our solutions, we need to determine how we can test and evaluate them! First, we need a source of wind. Large circular fans or box fans work well for creating wind in a classroom but remember lab safety procedures when testing your solutions! In addition to observing how our turbines turn in the wind, we can also measure how much electricity is being creating using a voltmeter or multimeter set to DC Volts. Connect the leads of your voltmeter to the wires of your turbine to monitor its output as you test!
If your turbine struggles to turn, don’t give up yet! Can something be added or modified to make it perform better? Consider adding cardboard or notecards to the blades to increase their surface area. Or elevate the base to make the turbine taller and catch more wind. No design is perfect, something we will discuss further in the next step!
Test each turbine for 2-3 minutes, moving the turbine around to find the best possible angle and air low. Record the amount of volts measured during testing. Also make notes of any changes or modifications you made, as well as where your turbine best performed.
In addition to using a voltmeter to measure voltage, LED lights can be connected to the DC motors to show generated electricity by illuminating. Additionally, larger 5V motors may generate enough electricity to charge a phone using a 5v USB adapter (see Modifications in Lesson Introduction).
Example 3D Printed Wind Turbine being tested using a multimeter to measure voltage
EVALUATION CRITERIA
In addition to testing the performance of our wind turbines, we also must evaluate how well they addressed the defined drawbacks of real wind turbines. Remember, your turbine prototype must address at least one of the defined drawbacks. These drawbacks are cost, looks, noise, and negative wildlife impact.
Analyze your wind turbine prototype. Compare your design to the real wind turbines you research in an earlier step. How do you think your wind turbine compares to existing solutions? Do you think it would work well? Why or why not? Record your findings for a later step.
REDESIGN
No design is perfect, nor is it ever truly finished. As new technology is developed improvements like cost, speed, performance, or aesthetics can always be made. Consider your findings from testing and evaluating your wind turbine solutions. What worked well? What could be improved?
Create a sketch of an improved wind turbine design with changes you would make to allow your wind turbine to perform better, or better meet the evaluation criteria and solve our real-world problem. Your sketch should be neat and label the changes you are making to improve your turbine’s performance. Include why you’ve chosen these changes and how you think they will improve your turbine.
RESOURCES:
- Graph Paper or Technical Drawing Paper [PDF]
COLLABORATE AND SHARE WHAT WE LEARNED
Create a presentation to share with your classmates that includes the following information:
- Name of your Turbine and what type of turbine it is
- Initial ideas from your brainstorming stage and why you chose the final idea you constructed
- Any key features or design characteristics
- Which defined drawback does your turbine address and how?
- How did your turbine perform during testing? What worked well and what could be improved?
- What changes would you make to your turbine if you were to complete this project again
Where possible, included sketches and visuals to share your ideas with your classmates during your presentation. Record and share feedback to your classmates on their designs as you discuss similarities and differences between your designed prototype solutions.
Have questions or comments? Continue the conversation on TechForum, DigiKey's online community and technical resource.
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