stem works! - nicurriculum.org.uk€¦ · stem works! learning for life and work through science...

Science / Capturing the Wind – The Sky is the Limit 7.1

STEM Works!

Learning for Life and Work through ScienceClean and Green: Renewables

Key Stage 3

Capturing the Wind - The Sky is the LimitOverviewIn this unit pupils will learn about the different aspects of renewable energy. They will also learn about careers potential in renewable energy, which is a major expanding sector in Northern Ireland. The unit is creative and enquiry-based. It has been designed to promote active learning and stimulate pupils’ interest in sustainable development. Pupils will have opportunities to collect and record data in practical, hands-on science experiments.

Curriculum Links

Map

ping

to S

tatu

tory

Min

imum

Req

uire

men

ts

These activities allow pupils to:

• develop skills in scientific methods of enquiry to further scientific knowledge and understanding:

- planning for investigations, - obtaining evidence, - presenting and interpreting results;

• develop a range of practical skills, including the safe use of science equipment; and

• learn about forces and energy: - forces and energy transfer; and - using electricity.

In the context of the following key elements: • considering factors when assessing global

energy consumption and understanding their responsibility as citizens to take positive action by contributing to environmental change (Citizenship);

• identify how skills developed through science will be useful to a wide range of careers (Employability);and

• investigate the effects of pollution and specific measures to improve and protect the environment (Education for Sustainable Development).

Health and Safety Warning CCEA has assessed the health and safety risks associated with these activities. However, we strongly recommend that all teachers leading these activities carry out their own health and safety assessment, taking into account the ability of the students, the school’s resources and its quality of equipment, etc.

Capturing the Wind – The Sky is the Limit / Science7.2

ContentsOverview 7.1

Curriculum Links 7.1

Key Questions 7.2

Prior Learning 7.2

Learning Intentions and Success Criteria 7.3

Skills and Capabilities 7.3

Activity 1: What is Renewable Energy? 7.5

Activity 2: Do We Need to Invest in Renewable Energy? 7.5

Activity 3: Investigating Turbines 7.6

Activity 4: Creating the Solution 7.6

Activity 5: Making the Pitch 7.7

Activity 6: Can Renewable Energy be Generated in Northern Ireland? 7.7

Resources 7.9

Useful Websites 7.18

Key Questions• What different energy resources are there? • What is the difference between renewable and non-renewable energy?• What are greenhouse gases? How do they cause global warming?• How is electricity generated?• Who in Northern Ireland uses renewable energy resource? Where? Why?• What is the future of renewables in Northern Ireland? What does this

mean for the economy? What does it mean for me?

Prior Learning• non-renewable energy sources and how they are used to generate

electricity• scientific method of enquiry


Learning Intentions Success Criteria

Pupils are learning:• that fossil fuels have a detrimental impact on the

earth’s atmosphere;• that electricity generation is the process of generating

electric power from sources of energy;• that energy can be transferred from one form to

another;• that energy conservation is vital in relation to the

earth’s energy budget;• that there are clean renewable energy resources that

can be used to generate electricity;• that renewable energy resource development will

result in new job opportunities; and• that they have a responsibility to look after their

environment.

Pupils will:• know that non-renewable energy is used to

generate electricity;• evaluate renewable energy resources; • know about some of the current uses of

renewable energy in Northern Ireland;• investigate wind turbines;• analyse data from scientific experiments to

design and build an effective wind turbine; and• research careers in the renewable energy

sector.

Skill

s D

evel

opm

ent

Thinking Skills and Personal Capabilities Cross-Curricular Skills

Thinking, Problem-Solving and Decision- Making:• explore possible connections between two or

more sets of variables;• consider and take account of alternative

opinions and make judgements about the most likely explanations; and

• identify ways of ensuring greater reliability.

Using Mathematics:use a range of appropriate mathematicaltechniques and notation;• plan and work systematically and efficiently;• review their work, considering iftheir findings

are reasonable and making changes where appropriate;

Using ICT:• investigate, make predictions and solve

problems through interacting with digital tools (data loggers).

Asse

ssm

ent O

ppor

tuni

ties Cross Curricular Skills Assessment Tasks available

Using ICT: Capturing the Wind - The Sky is the Limit (Measurement and Datalogging)

Using Mathematics: Capturing the Wind - The Sky is the Limit (Number and Algebra)


Activity 1

What is Renewable Energy?

NOtE: The Northern Ireland Executive has set itself the target of ensuring that 40 percent of Northern Ireland’s electricity will come from renewable resources by the year 2020. This will have a positive effect on the Green Economy (companies whose aim is to reduce carbon emissions). This could impact directly on the careers opportunities available to pupils as they enter the working world.

Discuss the term ‘renewable energy’ using the first two sections of a ‘Know, Want to Know and have Learned’ (KWL) grid. In the ‘W’ section, guide some of the questions to include:• What different energy resources are there? What

is the difference between renewable and non-renewable energy?

• What are greenhouse gases? How do they cause global warming?

• How is electricity generated?• Who in Northern Ireland uses renewable energy

resources ? Where? Why?• What is the future of renewables in Northern

Ireland? What does this mean for the economy? What does it mean for me?

Organise the pupils into four or five groups. Give each group one of the ‘Renewable Energy Source’ cards from Resource 2. Provide each group with a sheet of flip chart paper, markers, and internet access. Ask them to carry out online research about their energy source and summarise their findings in a spider diagram which should include:• How is this resource transferred to electrical

energy? • In what way is it renewable?• How does it compare to fossil fuels?• What are the advantages? • What are the disadvantages?

When they have completed the diagram ask a reporter from each group to present their findings to the rest of the class.

NOtE: If pupils have already developed their skills in online research, you could develop this activity into an assessment task for Using ICT for each pupil. Alternatively, this is an ideal opportunity to help pupils acquire/develop their skills in online research. For this you could organise the class into four groups and model the skills of online research for one of the cards in Resource 2.

Activity 2

Do We Need to Invest in Renewable Energy?Carry out a survey (this could be done online) to ascertain opinions on the following questions. • Do you believe that climate change is happening?• Do you believe that increased carbon dioxide from

burning non-renewable fuels is causing global warming?

• Do you believe that humans are the main cause of global warming and climate change?

Guide the class as they analyse the results from the survey and collectively draw conclusions. Then explain that even scientists do not agree on the answers to the above questions because there are so many factors involved.

Organise the class into groups of four or five pupils. Provide each group with the ‘Consequences of Global Warming and Climate Change’ cards (Resource 3). Ask them to review the cards as a group and sort them into the following categories:• social;• environmental; and• economic.

NOtE: Pupils may find that some of the cards can be sorted into more than one category.

Next ask each group to discuss the ‘Climate Change – Reality or Hoax?’ statement cards (Resource 4). Ask them to organise the statements according to relevance. Invite each group to state whether they agree that climate change is a reality or whether it is a hoax, encouraging pupils to justify their decisions and arguments.


Explain to the class that they are going to carry out a scientific investigation to gain evidence as to whether or not increases in the levels of carbon dioxide cause the greenhouse effect (Resource 5).

Next, invite pupils to examine the results on their graphs and discuss their conclusions. Reflect on the scientific method that is also used.

NOtE: This activity has been identified as an opportunity to assess the Cross-Curricular Skill of Using ICT and a Pre-approved (Exemplar) assessment task is available online at www.nicurriculum.org.uk

Ask the pupils whether their views and opinions from the survey have changed.

Use the interactive white board to display the following website: www.climatehotmap.org

Present the ‘Hot Map’ section of the website with the class and interact with it to see examples of how global warming and climate change impacts on the world. There are opportunities to ‘take action’ by advocating change, which may be something the class would like to do.

Carry out a ‘conscience alley’ activity. Divide the class into two lines (‘alleys’) named A and B. Explain that alley A believes the world does need to invest in renewable energy. Alley B disagrees. Walk through the conscience alley asking the question ‘do you think we need to invest in renewable energy?’ Pupils on one side, when prompted, will give their point of view. Pupils on the other side will then offer the opposite point of view.

Activity 3

Investigating turbinesPresent the scenario (Resource 1) to the class and refer to the spider diagram created for wind energy in Activity 1.

Demonstrate a model wind turbine to the class, explaining how kinetic energy in the wind is transferred to electrical energy (electricity). Alternatively, find an online video demonstration showing how a turbine works.

Organise the pupils into groups of three to five pupils. Explain that they need to carry out an investigation to find out the effect of changing different variables

on the electrical output of a model wind turbine. Ask them to record all the variables (dependent, independent and controls) that they need to consider on a large sheet of paper. Encourage them to agree on ways to ensure the investigation will be a fair test.

Assign an independent variable to each group to investigate, such as: • Number of blades – 1 to 6 blades Keep blades the

same length, width and shape. Start by putting in the highest number of blades, then removing one each time. Pupils may need to reposition all blades so they are evenly spaced out around the cork.

• Length of blades – 4 cm to 20 cm Keep the same number of blades (for example four) of the same width and shape. Start by putting in the longest blades and then cut them by the desired length each time. The pupils may need to reposition the angles of the blades to get it to turn in the wind.

• Width of blades – 5 cm to 1 cm Keep the same number of blades (for example four) of the same length and shape. Start by putting in the widest blades (5 cm) and then cut them by the desired amount each time. Trim 0.25 cm off each side of the blade to ensure the cocktail stick stays in the centre of the blade. The pupils may need to reposition the angles of the blades to get it to turn in the wind.

Pupils could test other variables such as:• angle of blades;• mass of the blades; and• shape of the blades.

Activity 4

Creating the SolutionPresent the scenario (Resource 1) to the class again. Recap on what they have learned so far through scientific investigation. Explain that the next stage in resolving the problem is to come up with ideas to design and create the optimal blade design for the best wind turbine. As a reminder for each group, display all average results for each variable tested in the previous activity.

As a class, agree on a success criteria for the best turbine, such as the following.

The most effective solution will:• have the highest electrical output; and• have blades that turn immediately in the wind

(without having to readjust the angles); and • turn for the longest time.


Ask the pupils to plan their design before building their turbine. Test each group’s wind turbine for its electrical output and score according to the agreed success criteria to find out which group came up with the most effective solution.

Provide each group the following materials for their investigation:• multimeter or voltmeter;• simple 6 volt or 12 volt electric motor as a

generator; • cocktail sticks;• bung or modelling clay;• card;• hairdryer/fan;• scissors; and• adhesive tape.

NOtE: If the group needs more support, there is a copy of the investigation method in Resource 6, 1 of 3. Secondary data is also available for comparison purposes in Resource 6, 3 of 3.

Ask groups to record their results in a table (Resource 6, 2 of 3) and to carry it out three times. From this they should be able to calculate an average of their results and plot them on a graph. Invite a member of each group to report their method and conclusion to the rest of the class.

Activity 5

Making the PitchBy this stage, all pupils should have:• investigated turbines and created the optimum

prototype as a solution to the problem outlined in the scenario (Resource 1).

Recap on the part of the scenario explaining that they must present their findings to the company’s top management team. Their challenge will be to explain how they investigated the problem and present their design solutions.

Allow them time to create their presentation materials, which might include a:• poster;• brochure; or• presentation.

Afterwards, ask each group to present their design solutions, preferably to a real and relevant audience. You could request a link with a relevant STEM ambassador through the STEMNET initiative which is co-ordinated by W5. STEM ambassadors can act as role models and help inspire and engage young people about the value of STEM in their daily lives. For further information, please contact Mary Carson at W5 ([email protected]) or visit their website at www.w5online.co.uk/stemnet

The pupils could make their pitch to their STEM ambassador using the videoconferencing Elluminate software, which is available through C2K. For advice and support to get started, please contact the C2K service desk.

You may want to watch an episode of Dragon’s Den as a class to provide them with an example of how to conduct a pitch, or, if possible, to work in collaboration with the English Department to develop pupils’ presentation pitches.

Give the pupils time to research STEM career opportunities, including in ICT. Resources are available within the ‘Futures − Skills & Employability/CEIAG’ section of the STEMWorks website at www.nicurriculum.org.uk/stem

Activity 6

Can Renewable Energy be Generated in Northern Ireland?Explain to pupils that the renewable industry has great potential in Northern Ireland. Outline how wind and tidal energy is currently being exploited. Recap on tidal energy (from Activity 1). Explain how tidal energy works like a wind turbine, except that it uses moving water in the tides to turn the turbine rather than the wind: therefore, the characteristics of the turbine are similar to the wind turbine.

Explain that the SeaGen, the world’s largest tidal turbine, is in Strangford Lough in Northern Ireland. Show the pupils some images of it and describe its potential in terms of jobs and economic factors. The SeaGen website will be useful for this: www.seageneration.co.uk/


Describe some of the skills that pupils used during this unit with careers in the ICT and/or renewables sector. Examples may include:• scientific method;• problem solving; and• teamwork.

Invite pupils to research careers in the renewables/ICT sectors. Examples may include:• turbine technician;• turbine engineer;• turbine manufacturers; and• turbine installation manager.

Extension ActivityVisit a local company specialising in renewables, such as wind or marine.


Scenario (Resource 1)

Scen

ario

You

wor

k in

the

rese

arch

and

dev

elop

men

t tea

m o

f a

loca

l ren

ewab

le e

nerg

y co

mpa

ny w

hich

des

igns

en

ergy

-effi

cien

t dev

ices

. Tes

ts h

ave

indi

cate

d a

prob

lem

with

the

new

turb

ine

desi

gn. T

he e

lect

rica

l ou

tput

is to

o lo

w.

Can

your

team

inve

stig

ate

this

pro

blem

and

sug

gest

im

prov

emen

ts to

the

turb

ine’

s de

sign

?

CAPT

URIN

G TH

E WI

ND

Desi

gn F

ault Ex

istin

g

Spec

ifica

tions


Resource 2

Energy Resources Cards

Solar• This form of energy has been

around for a very long time. • Heat from the sun is captured

using solar panels. • Solar energy can be used to

produce electricity and to generate heat to warm water.

Wind• Turbines are used to capture

the energy that comes from wind. This is converted to electricity.

Hydropower• This form of energy uses

turbines to convert the energy from moving water (for example in reservoirs and dams) into electricity.

• The more water and the faster the movement of the water, the more electricity can be generated.

Biomass• Biomass is energy that comes

from plants and animals.• Plants store energy from the

sun (through photosynthesis).• This energy is then passed

to animals when they eat the plants.

• By burning substances such as manure, wood and some crops, biomass energy can be captured from the heat produced.

• When biomass is converted into liquid form it can be used as fuel for cars and home heating (biofuels).

Geothermal• Geothermal energy is derived

from the earth’s internal heat.• By drilling into the earth’s

surface we are tapping into the natural heat produced. The deeper into the earth we go, the hotter it gets.

• Currently technology only allows us to go so deep but in volcanic regions, molten rock can be used to generate geothermal power. Molten rock can be found near the surface.

tidal/Wave• Tidal energy and wave

power are special forms of hydropower. Both have shown potential for the Northern Ireland economy.


Resource 3

Consequences of Global Warming and Climate Change

• As well as creating greenhouse gases, burning fossil fuels creates other pollutants which affect the formation of clouds. As a result, clouds reflect more heat back into the atmosphere – known as ‘global dimming’.

• The pollutants that cause global dimming also cause many problems, such as smog and acid rain.

• Global warming and climate change can impact on global trade patterns.

• Agriculture around the world will be affected. This may benefit some countries but could be equally detrimental to others.

• Where there is drought, crops won’t grow, resulting in a lack of food production.

• Global warming and climate change can result in fires, storms, floods, pest infestations and more. This can have a disastrous impact on delicate ecosystems to the extent that entire ecosystems could be wiped out, and endangered species could become extinct.

• If the polar ice caps melt the sea levels could rise, which could cause increased flooding. Other impacts include changes in the salinity of the water, which would have a detrimental effect on the delicate ecosystems that exist in these places.

• One result could be the extinction of polar animals, for example polar bears are drowning because they have to swim longer distances to reach ice.

• Extreme weather events such as flooding or heat waves can result in greater instances of injury and disease, such as death due to drowning or mud slides.

• Heavy rainfall can wash pathogens from contaminated soils, farms, and streets into drinking water supplies, causing outbreaks of illness.

• Extreme weather events have the potential to cause mass human migration.

• The consequences of global warming and climate change can lead to disasters such as floods, droughts and fires, which can affect property and the infrastructure of a place.

• Changes in animal distribution. • With insects, warmer temperatures mean

they can develop more rapidly and have higher survival rates.

• This in turn can contribute to more infectious diseases transmitted by animals such as malaria, as the mosquito can spread to new warmer areas.

• Food production (distribution of plants and animals) is threatened due to changes in temperature and an increase in instances of extreme events such as flooding.

• Ecosystems will change. Species that depend on one another may lose their synchronicity. For example, plants could bloom earlier than their pollinating insects become active.


Resource 4 (1 of 2)

Climate Change – Reality or Hoax?In groups, discuss the following statements, which all relate to climate change. Decide whether a statement is relevant and then agree on how relevant by sticking it on the zone template. The closer to the centre of the template, the more relevant you agree the statement is. If there are statements that you agree are irrelevant, stick them outside the zone.

• Climate change and global warming are one and the same thing.

• Current global warming is part of the natural cycle. It is down to energy received from the sun and changes in the earth’s orbit. The global climate will return to normal in a few years.

• Scientific research suggests that there is at least a 90 percent chance of climate change being a result of man-made greenhouse gases.

• The world is getting colder not warmer; therefore, global warming is a myth.

• Weather forecasters cannot even get the next week’s forecast accurate, never mind the next 100 years.

• Addressing climate change will lead to job losses in carbon-intensive industries such as mining.

• Scientific data shows that the last decade has been the warmest since records started 160 years ago.

• Fossil fuels are non-renewable. The earth’s energy budget is running out. We need to adapt to renewable energy.

• There are many things individuals can do, such as grow trees and plants (to absorb carbon dioxide), turn off lights and plugs when not in use (to reduce the use of fossil fuels), and spread the word/lobby government.

• Global warming is only one part of climate change. It refers to the change in the earth’s temperature due to natural and man-made activity. Climate change is concerned with this along with the impact of changes in global weather, health, and food supply.

• Many scientists disagree on the seriousness of global warming, so clearly there is not enough evidence. Two Russian scientists are so certain that it is part of nature’s cycle and nothing more sinister that they have bet $10,000 that global warming will reverse itself naturally in a few years.

• Many believe that there is a link between fossil fuel companies and those who disregard the science of global warming.

• Scientists who claim global warming has catastrophic consequences just want further funding to carry out more research.

• There is nothing we can do about this global issue. It is for governments to resolve.

• The world’s leading scientists agree about the seriousness of climate change. The evidence supporting the dangers of irreversible change has strengthened.

• The world’s demand for energy is increasing and fossil fuel supplies are decreasing. The renewable energy sector can offer a solution to our climate change problems, energy demands and can create new economies and jobs for the future.


Resource 4 (2 of 2)

Climate Change – Reality or Hoax?

Zone of Relevance


Resource 5

Does an Increase in the Levels of Carbon Dioxide Cause the Greenhouse Effect? (Investigation)

Health and Safety Warning • Teachers need to carry out their own risk assessment.

Aim:To determine if carbon dioxide captures heat.

Equipment:• data logger • 3 temperature sensors • plasticine• 3 bottles (equal shape, size and volume) with a hole in the caps to insert temperature sensor in each• carbon dioxide (effervescent aspirin or paracetamol tablets)• 60 cm 3 water• 2 bench lamps with equal power and bulb type (tungsten filament). The lamps should provide the same amount

of heat energy from the light.

Method:1. Label the bottles 1, 2 and 3. Place 20 cm 3 of water in each. 2. Insert the temperature sensor through the cap until it is halfway down the bottle. Try as far as possible to have

each sensor positioned similarly within each bottle, for example the distance from the bottle wall. Place the plasticine around the bung and temperature sensor to ensure the gas will not leak out.

3. Connect the temperature sensors to the data logger. Place the lights about half a metre from the bottles ensuring as much as possible that the light on each bottle is even and then switch them on. Switch the lights off.

4. Add 1 tablet to bottle 1. Add 3 tablets to bottle 2. Leave bottle 3 with water only, as a control. As the tablets fizz they will release carbon dioxide into the bottle.

5. Use the sensors and data logger to collect temperature recordings. Leave the lights off for a few moments to collect a baseline temperature. Turn the lights on and let recording continue for about 10 minutes or until the temperature rises.

6. Turn the lights off and continue logging for a further 10 minutes. This will test whether the presence of carbon dioxide allows the heat to be retained for a longer time.

7. Stop the logging and save the data.

NOtES: The small amount of water in each bottle creates a heat-absorbing atmosphere which causes the tablets to dissolve and release carbon dioxide. (Sodium bicarbonate and weak acid will also produce carbon dioxide). Make sure the tablets used are all the same size. Opaque bottles such as milk cartons catch heat better. Ensure that whatever bottles you use are cleaned beforehand.

NOtE: A Pre-Approved (Exemplar) Assessment task for Using ICT (Measurement and Datalogging) has been developed and is available at www.nicurriculum.org.uk


Resource 6 (1 of 3)

Investigating turbines

Health and Safety Warning • Teachers need to carry out their own risk assessment.

Aim: To find out the effect of an independent variable on the electrical output of a wind turbine.

Equipment:• multimeter or voltmeter• simple 6 volt or 12 volt electric motor (generator)• cocktail sticks• bung/modelling clay• card• hairdryer/fan• scissors• adhesive tape

Method:1. Make the blades of the turbine by cutting pieces of card and sticking a cocktail stick on the back of it with

adhesive tape. 2. Push the cocktail sticks into the bung/modelling clay. 3. Attach the bung onto the end of the axle or shaft of the motor. Connect the multimeter or voltmetre and set at

200 millivolt. 4. Keep the wind velocity constant by holding a hairdryer /fan 50 cm from the turbine. Turn it to the lowest setting.

Pupils may have to adjust the angle of the blades until they start turning. 5. Record the millivolts produced on the multimeter. (The reading will keep going up and down. Record the

highest value reached within a 5−10 second period).6. Change the independent variable, for example length of blade (by cutting it) and repeat steps 3−5.7. Repeat this procedure for each variable being tested.


Resource 6 (2 of 3)

table of resultsNumber of Blades Electrical Output/Mv Average Electrical

Output/Mv

6

5

4

3

2

1

Length of Blades/cm Electrical Output/Mv Average Electrical Output/Mv

20

16

12

8

4

Width of Blades/cm Electrical Output/Mv Average Electrical Output/Mv

5

4

3

2

1


Resource 6 (3 of 3)

Secondary DataInvestigation 1Dependent variable: Number of bladesControl variables: length (8 cm), width (2.5 cm), blade shape (leaf), blade type (cardboard)Results: using a 2000 watt hairdryer on lowest setting held 50 cm from turbine

Number of Blades Electrical Output/Mv Average Electrical Output/Mv

6 117 121 110 1115 101 137 143 1124 104 94 110 1363 80 125 141 1152 98 91 89 931 0 0 0 0

Investigation 2Dependent variable: Length of bladesControl variables: number of blades (4), width (2.5 cm), blade shape (rectangle), blade type (cardboard)Results: using a 2000 watt hairdryer on lowest setting held 50 cm from turbine

Length of Blades/cm Electrical Output/Mv Average Electrical Output/Mv

20 4 3 3 316 3 4 6 412 45 41 44 438 64 68 70 674 98 106 108 104

Investigation 3Dependent variable: Width of bladesControl variables: number of blades (4), length (8 cm), blade shape (rectangle), blade type (cardboard).Results: using a 2000 watt hairdryer on lowest setting held 50 cm from turbine

Width of Blades/cm Electrical Output/Mv Average Electrical Output/Mv

5 62 58 60 604 36 37 35 363 77 90 88 852 49 51 46 491 24 21 25 23


Useful WebsitesThese links were active at the time of publishing.

CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages.

Departmental News Articlewww.northernireland.gov.uk/index/media-centre/news-departments/news-deti/news-deti-april-2009/news-deti-240409-energy-minister-promotes.htm

Action Renewableswww.actionrenewables.org/

Economic Overview – Renewables Sectorhttp://invest.investni.com/renewables.aspx

Wind Turbines NIwww.windturbinesni.co.uk/

Local Wind Turbine Manufacturerswww.westwindturbines.co.uk/

Newspaper Articlewww.dailymail.co.uk/home/moslive/article-2199284/Wind-farms-Are-wind-farms-saving-killing-A-provocative-investigation-claims-thousands-people-falling-sick-live-near-them.html

Are Wind Turbines Getting More Bird and Bat Friendly? (Article)www.scientificamerican.com/article.cfm?id=wind-turbines-and-bird-conflicts

The Physics of Wind Turbineshttp://physicsofwindturbines.com/

Science Projectswww.ehow.com/list_5938727_science-projects-wind-turbines.html

stem works! - nicurriculum.org.uk€¦ · stem works! learning for life and work through science...

Documents