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Glencovitt NS- Xperience Engineering
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Glencovitt NS- Xperience Engineering

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Presentations by Glencovitt NS, Donegal submitted for the Xperience Engineering Project 2011. www.steps.ie

Presentations by Glencovitt NS, Donegal submitted for the Xperience Engineering Project 2011. www.steps.ie

Published in Education , Business , Technology
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  • 1. XPERIENCE ENGINEERING
    PROJECT BACKGROUND
    Glencovitt National School,
    Ballybofey, Co. Donegal.
  • 2. Inventions that engineers have contributed to in our school community
  • 3. Electricity in our lives
  • 4. We are studying wind power
  • 5.
  • 6. Wind turbines
    Drawings of the invention showing how it works
  • 7. Measurements
    Newly constructed windturbines. The windturbines are 157 m high, Vane length : 61.5 m
    Rotor diameter: 126 m
    Rotor area: 12.469 m2
    Blades: manufactured by LM Wind Power
    Turbines: 5 MW manufactured by REpower
  • 8. At 60 metres up from the ground the crane lifts the huge 12 ton gearbox and disk brake assembly in to position. The engineer stood in the nacelle and is in contact by radio with the crane operator below
    Engineer in the nacelle
  • 9. Turbines used in wind farms for commercial production of electric power are usually three-bladed and pointed into the wind by computer-controlled motors. These have high tip speeds of over 320 kilometres per hour. The blades are usually coloured light grey to blend in with the clouds and range in length from 20 to 40 metres or more. The tubular steel towers range from 60 to 90 metres tall. The blades rotate at 10-22 revolutions per minute. At 22 rotations per minute the tip speed exceeds 300 feet per second (91 m/s).A gear box is commonly used for stepping up the speed of the generator. Some models operate at constant speed. All turbines are equipped with protective features to avoid damage at high wind speeds, by feathering the blades into the wind which ceases their rotation, supplemented by brakes.
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  • 25. FEB. Worksheet. Green School elections. Target: waste and energy.
    FEB. Step 1 - select windturbines for project
    STEP 2 Visit windfarm, photograph, research on line, create drawings.
    NOV. Register to take part in Xperience Engineering
    FEB. Visit from Mr. Ewing from Kirchhoff Ireland LTD. Class begins to try to make own Sudoko games.
    PROJECT DEVELOPMENT
    TIME LINE
    OCT . Attend science demonstration in Balor Theatre, Ballybofey
    MARCH – Visit Kirchhoff on site in Letterkenny. Green committee elected. Green Audit conducted.
    APRIL – Submit on line!!!
    APRIL – Worksheet 3. Present project using PP.
    Present to school
    APRIL – School approved for funding to conserve water and begin rain harvesting
  • 26. Reflection:
    • Learned about windfarms in Donegal and how our unique environment makes us an ideal location
    • 27. Windturbines can damage the look of countryside and can cause some soil movement
    • 28. Airtricity gives back to the local community through the sponsored walk
    • 29. Although we could see them from our school, we did not quite understand how the wind was turned into electricity
    • 30. All pupils would consider engineering as a career and never knew that there are so many different sorts of engineers
    • 31. Pupils found that it was difficult to draw the inside of the windturbines because all the parts were so detailed
    • 32. It is difficult to find information on line about our local windfarm, though there is quite an amount of information about windfarms on line.
    • 33. Windturbines are expensive and do not suit every area such as cities and scenic areas
    • 34. Some locals believe that the sound of the windturbines can damage mental health, though there is no proof of this.
  • Improvements to windturbines
    Look at ways of reducing the cost of windturbines so that more homes and schools could buy one
    Grants or cheap loans for people to buy windturbines like in Northern Ireland
    Allow artists to paint the windturbines that would tell about local folklore.
    To build visitor centres for tourists to come, learn and enjoy the area.
  • 35. Teacher’s Evaluation
    Prep work & research tools: the pupils worked in smalls groups of two to three. They discussed and thought about an engineering feat that made their own lives better and more comfortable. Electrical items such as light, computer games, tv, laptops etc were top of each groups list. We discovered that one invention that improved our lives was electricity. We looked at the circuit and how it worked . This made us think about the theme of the project “Engineering a cleaner greener world”. We decided to explore features of our local environment, both built and natural. Windturbineswere an obvious choice. They can be seen clearly from our classrooms and playground and Airtricity organise and sponsored walk each year for local community based projects and we take part to fundraise for our school.
    The pupils are effective end users on the internet. They are quick to use the google search engine. We enjoy using our whiteboard for our searches and often find we can gather information quickly and easily. Our wireless keyboard and mouse make the whole search easy and helps keep the group focused.
    We also researched about Kirchhoff online and were surprised that such a state of the art engineering facility exists so close to us.
  • 36. Integration & cross curricular
    English –
    oral language development – parts of the wind turbines and using the terms correctly in a sentence
    word attack skills to decode unknown words
    editing and publishing work, recording own voice and attaching to PP (ICT links)
  • 37. Cross curricular
    Maths/ geography
    following maps from school to wind farm
    locating wind farm on the maps
    using the key to estimate distance from school to wind farms
    estimating the dimensions of the turbines
  • 38. Gaeilge/PE
    Playing gaelic games in an irish speaking area through the medium of irish, close to the location of the windfarm
    Taking part in a local community different to our own and understanding the Gaeltacht areas have special minority protection – grants for establishing business in the area
  • 39. Visual Arts
    Sketching and drawing of wind farms and turbines – looking at the lines, marks and shapes that make up the turbines. Create the illusion of wind in your drawing
    Colour – how the colour grey blends in with the clouds in the sky – recreate the colour through colour mixing
    Use recycled material to create a wind turbine eg straws, plastic paper
  • 40. Green school
    Our school has formed a green school committee and we are currently trying to gain green school status. This project is linked to Xperience engineering.
    aiming to create and greener cleaner future for all by reducing, reusing and recycling.
    use mechanical devices to harvest rainwater, push taps and conserver energy.
    Work as a whole school to achieve our waste and litter targets.
  • 41. Group learning experience
    The focus was away from books and taking the pupils to different sites, bringing people to visit us and using the internet to learn more
    We made excellent use of our local environment, our parents were involved and we learned about wind power
    Wind energy “UNLIMITED POWER FOR LIFE”
  • 42. Differently
    Start the project in September rather than in the middle of the year
    Visit the site at different times of the year to see how the seasons contribute
    Fundraise to buy a small windturbine for school
    Write to Airtricity or email them to get more information
  • 43. Evidence of worksheet activities
    GLENCOVITT NATIONAL SCHOOL
  • 44. Matching job description with title and picture
  • 45. A study of Empire State Building NYC
  • 46. SURROUNDING SKYSCRAPERS
  • 47. HISTORY OF THE BUILDING -
  • 48. LIGHTING THE BUILDING AT NIGHT
  • 49. Town planning
  • 50. town buildings
  • 51. leisure facilities
  • 52. An Engineer visits our classroom
    Mr. Mark Ewing is a parent here at our school. He works for Kirchhoff Ireland LTD . He brought many parts that his firm manufactures.
    We learned where the parts go in the Mini.
    Mr. Ewing brought pictures that showed where the parts are in the car.
  • 53.
  • 54.
  • 55. Activities
    We got to hold and keep the parts in our classroom
    We had to guess what we thought the part was for
    We had to point on the picture to where we thought the part would go
    We heard how all the parts can be melted down later and recycled
    We learned how the parts are coated to prevent rust
  • 56. Environmental Policy
    Kirchhoff Ireland Ltd. is a first-tier supplier and manufacturer of pressed metal and welded components to the world automotive industry.
    The firm is conscious of their responsibility to minimise the environmental impact of their daily activities, and their commitment to this goal is an integral part of their business strategy. They are therefore playing their part in creating a cleaner greener environment for us all.
  • 57. The parts Kirchhoff engineer
  • 58.
  • 59. Parts that we don’t see in cars
  • 60. Parts we should not see in cars
    Pipes and cables are held in place with this part
    This hold the radio in a car
    This will keep the boot closed
  • 61. BMW Mini parts are manufactured at Kirchhoff
  • 62. We saw how Kirchhoff recycle waste
  • 63. Everything here will be melted down and reused
    This waste comes straight from the machine and will be recycled.
  • 64. Materials sorted and ready for collection
  • 65. Our class excursion to the windfarm
    Meentycat wind farm is a wind farm located close to Ballybofey, Co. Donegal. The village close by is Cloghan (Irish: An Clochán). It was erected in 2004. The farm was built and is run by Airtricity.
    The farm has 38 Siemens wind turbines , 23×2.3 megawatt and 15×1.3 megawatt turbines giving a total of 72.4 megawatts. As of January 2011 it is the largest wind farm (by electricity generated) in Ireland.
  • 66. In the heart of the
    Gaeltacht
    Located 8km from our school
  • 67. Meentycat Wind Farm
  • 68. Cleaner Greener Energy