SEARCH · Search NASA
Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Wind energy's contribution to U.S. electricity grows every year. U.S. Department of Energy research says wind could provide up to 20% of the United States’ electricity mix by 2030 and 35% by 2050. As wind energy companies grow to reach this potential—and to meet America’s demand for clean, renewable energy—wind energy has the potential to provide an increasing number of jobs in the future.
As the United States dramatically expands wind energy deployment, the industry is faced with the need to quickly develop a skilled workforce and to address public acceptance. Wind Powering America's Wind for Schools project addresses these challenges. This poster, produced for the American Wind Energy Association's annual WINDPOWER conference, provides an overview of the project, includingobjectives, methods, and results.
This report provides an overview of the U.S. Department of Energy, Wind Powering America, Wind for Schools project. It outlines teacher-training activities and curriculum development; discusses the affiliate program that allows school districts and states to replicate the program; and contains reports that provide an update on activities and progress in the 11 states in which the Wind for Schoolsproject operates.
A robust workforce is essential to growing domestic wind manufacturing capabilities. NREL researchers conducted research to better understand today's domestic wind workforce, projected needs for the future, and how existing and new education and training programs can meet future needs. This presentation provides an overview of this research and the accompanying industry survey, as well as the Energy Department's Career Maps, Jobs & Economic Development Impacts models, and the Wind for Schools project.
A robust workforce is essential to growing domestic wind manufacturing capabilities. This presentation provides an overview of an NREL analysis of wind-focused education at American colleges and universities. The second part of the presentation discusses DOE/NREL workforce-related projects, such as the Wind Career Map, the Collegiate Wind Competition, and the Wind for Schools project.
A primary concern of stakeholders when considering a new wind project is the potential negative effects wind turbines may have on home values. Yet, what has been surprisingly overlooked in the literature and general discourse around wind energy is that the well-researched positive economic development and fiscal and amenity benefits of wind energy (e.g., increased tax base, tax revenue, better public services and employment gains) might positively affect jurisdiction-wide housing values. With a focus on school districts in the United States, we compare home values in school districts with wind energy installations, before and after a wind energy installation becomes operational, to home values in other school districts located in the same county but without a wind energy installation to provide some of the first causal evidence on the relationship between wind energy projects and district-wide property values. We find that wind projects lead to economically meaningful increases in district-wide housing values of approximately 3 %, when those values are compared to similar homes located in school districts in same-county without wind energy. The effect is strongly correlated with wind project size. The mechanisms, our research suggests, are likely related to relatively large increases in school district per-pupil revenues and expenditures, which are also correlated with wind project size. We suggest other possible mechanisms for the increased values as well.
The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.
The Coastal Ohio Wind Project was created to establish the viability of wind turbines on the coastal and offshore regions of Northern Ohio. The project’s main goal was to improve operational unit strategies used for environmental impact assessment of offshore turbines on lake wildlife by optimizing and fusing data from the multi-instrument surveillance system and providing an engineering analysis of potential design/operational alternatives for offshore wind turbines. The project also developed a general economic model for offshore WTG deployment to quantify potential revenue losses due to wind turbine shutdown related to ice and avian issues. In a previous phase of this project (Award Number: DE-FG36-06GO86096), we developed a surveillance system that was used to collect different parameters such as passage rates, flight paths, flight directions, and flight altitudes of nocturnal migrating species, movements of birds and bats, and bird calls for assessing patterns and peak passage rates during migration. To derive such parameters we used thermal IR imaging cameras, acoustic recorders, and marine radar Furuno (XANK250), which was coupled with a XIR3000B digitizing card from Russell Technologies and open source radR processing software. The integration yielded a development of different computational techniques and methods, which we further developed and optimized as a combined surveillance system. To accomplish this task we implemented marine radar calibration, optimization of processing parameters, and fusion of the multi-sensor data in order to make inferences about the potential avian targets. The main goal of the data fusion from the multi-sensor environment was aimed at reduction of uncertainties while providing acceptable confidence levels with detailed information about the migration patterns. Another component comprised of an assessment of wind resources in a near lake environment and an investigation of the effectiveness of ice coating materials to mitigate adverse effects of ice formation on wind turbine structures. Firstly, a Zephir LiDAR system was acquired and installed at Woodlands School in Huron, Ohio, which is located near Lake Erie. Wind resource data were obtained at ten measurement heights, 200m, 150m, 100m, 80m, 60m, 40m, 38m, 30m, 20m, and 10m. The Woodlands School’s wind turbine anemometer also measured the wind speed at the hub height. These data were collected for approximately one year. The hub anemometer data correlated well with the LiDAR wind speed measurements at the same height. The data also showed that on several days different power levels were recorded by the turbine at the same wind speed as indicated by the hub anemometer. The corresponding LiDAR data showed that this difference can be attributed to variability in the wind over the turbine rotor swept area, which the hub anemometer could not detect. The observation suggests that single point hub wind velocity measurements are inadequate to accurately estimate the power generated by a turbine at all times since the hub wind speed is not a good indicator of the wind speed over the turbine rotor swept area when winds are changing rapidly. To assess the effectiveness of ice coatings to mitigate the impact of ice on turbine structures, a closed-loop icing research tunnel (IRT) was designed and constructed. By controlling the temperature, air speed, water content and liquid droplet size, the tunnel enabled consistent and repeatable ice accretion under a variety of conditions with temperatures between approximately 0°C and -20°C and wind speeds up to 40 miles per hour in the tunnel’s test section. The tunnel’s cooling unit maintained the tunnel temperature within ±0.2°C. The coatings evaluated in the study were Boyd Coatings Research Company’s CRC6040R3, MicroPhase Coatings Inc.’s PhaseBreak TP, ESL and Flex coatings. Similar overall performance was observed in all coatings tested in that water droplets form on the test articles beginning at the stagnation region and spreading in the downstream direction in time. When comparing ice accumulation characteristics for the four coatings tested, for ice thickness during accumulation the CRC6040R3 had the least, followed by the ESL, Flex, and TP. However, when comparing the coatings’ ability to reduce ice adhesion, the Flex showed the highest adhesion reduction, followed by the ESL, TP and CRC 6040R3 coatings. The ice accumulated on the Flex coated surface shed under gravity when rotated 90 degrees following the tests while the other coatings required application of varying degrees of force to remove the ice. In conclusion, the ice coatings tested were not sufficient in preventing ice accumulation on all surfaces. However, Flex coating shows promise in mitigating ice on the rotor blades under the gravitational and centrifugal forces. Only the effect of gravity in shedding the ice was considered in this study. Further research will be needed to evaluate this coating on rotating blades in the icing tunnel to characterize its effectiveness. Lastly, the development of economic feasibility models used existing approaches adapted for offshore deployment in marine settings to one more suitable for Lake Erie deployment. Two different wind turbine models were tested and dynamic return on investment (ROI) model scenarios were generated. For the purpose of estimating power generation three bladed wind turbines of 3 MW capacity were selected including Model1- Leitwind LTW101-3.000-kW and Model2-Vostro V90-3.0 MW. The analysis were based on the revenue aspect of decision making of deploying wind turbines in the Ohio coastal region. The installation cost, maintenance and operational aspects were disregarded due to unavailability of data. The adjusted varying price (residential and industrial sector) and projected future price of electricity in different years suggested that the Leitwind model could generate $\$ $32.4 million of revenue in 25 years if the supply electricity is in the residential sector, while it would be $\$ $14.7million if the supply is in the industrial sector. For the Vostro model these figures are $\$ $28.6 million for residential sector and $\$ $12.9 million for industrial sector for 25 years.
To provide Science, Technology, Engineering, and Math (STEM) outreach and education to secondary students to encourage them to select science and engineering as a career by providing an engineering-based problem-solving experience involving renewable energy systems such as photovoltaic (PV) panels or wind turbines. All public and private schools, community colleges, and vocational training programs would be eligible for participation. The Power Microgrids High School Engineering Experience used renewable energy systems (PV and wind) to provide a design capstone experience to secondary students. The objective for each student team was to design a microgrid for the student’s school using renewable energy sources under cost, schedule, performance, and risk constraints. The students then implemented their designs in a laboratory environment to evaluate the completeness of the proposed design, which is a unique experience even for undergraduate college students. This application-based program was marketed to secondary schools in the 28th Congressional District through the Texas Education Agency’s (TEA) Regional Service Centers. Upon application, TEES identified regionally available engineers to act as mentors and supervisors for the projects. Existing curriculum was modified to include microgrid and additional renewable technologies and was made available to the schools.
The following report endeavors to show that aeromechanical experimentation has become an important aid to theory.
Previous studies have shown elevated airborne manganese (Mn) in villages adjacent to a Mn alloy production plant in Brazil and negative associations between biomarkers of Mn and children's cognition and behavior. Since small Mn particles may be carried for long distances, we measured manganese (Mn) and lead (Pb) dust fall accumulation in 15 elementary schools, located between 1.25 and 6.48 km from the plant in the municipality of Simões Filho, Bahia, Brazil. Passive samplers (polyethylene Petri dishes) were set in interior and exterior environments. After 30 days, the samplers’ content was solubilized with diluted nitric acid and Mn and Pb levels were analyzed by electrothermal absorption spectrometry. The overall geometric mean and range of Mn and Pb accumulation in dust fall (loading rates) were 1582 μg Mn/m{sup 2}/30 days (37–37,967) and 43.2 μg Pb/m{sup 2}/30 days (2.9–210.4). A logarithmic decrease in interior and exterior Mn loading rates was observed with distance from the ferro-manganese alloy plant. Multiple regression analyses of log-transformed Mn loading rate within the schools showed a positive association with Mn levels in outdoor dust, a negative association with distance from the plant; as well, wind direction (downwind>upwind) and school location (urban>rural) entered significantly into the model. For the interior school environments, located within a 2-km radius from the plant, loading rate was, on average, 190 times higher than the Mn levels reported by Gulson et al., (2014) in daycare centers in Sydney, Australia, using a similar method. Pb loading rates were not associated with distance from the plant and were lower than the rates observed in the same daycare centers in Sydney. Our findings suggest that a significant portion of the children in this town in Brazil may be exposed to airborne Mn at concentrations that may affect their neurodevelopment. - Highlights: • Manganese levels in settled dust in schools are inversely associated with distance from the Mn processing plant. • In schools within 2-km from plant, indoor Mn levels are 190 times higher than the levels observed in daycares in Australia. • Pb levels are not associated with distance from the plant and are lower than the levels observed in daycares in Australia.
At the time of LTC’s application we were home to a small / mid-sized Wind Energy Research and Teaching Center, funded in part by We Energies, and offered the state of Wisconsin’s first Associate of Applied Science (A.A.S.) Degree in Wind Energy Technology. With President Obama promising investment in wind, LTC and its partners were uniquely situated to meet the challenge through an organized career pathways approach that utilized industry drivers and occupationally verified curriculum to train the workers who “transform our energy sector.” LTC’s employer partners validated the findings of the “20% Wind Energy by 2030: Increasing Wind Energy's Contribution to U.S. Electricity Supply” report by the US Department of Energy which recognized programs like LTC’s as an “excellent beginning,” noting that many more like them are necessary to meet the challenges of the 20% Wind scenario.One of the focuses of the study was the lack of trained technicians to work on installation and maintenance of renewables (and more specifically for our grant application wind turbines). LTC’s goal, made possible with the funding provided in this grant, was to increase the number of skilled graduates to help meet this national objective. LTC was already a leader in wind for the state of Wisconsin but wanted to upscale from a single school to a statewide (and potentially regional) center for wind energy. LTC planned to leverage our facilities, curriculum, and faculty expertise to meet this goal.
As a further contribution to the problem of finding a utilizable polar for landing and for horizontal flight, I am publishing a portion of the wind tunnel work of the Hannover Technical High School.
A series of experiments made in the wind tunnel of the Daniel Guggenheim School of Aeronautics, New York University, on the effect of tip shields on a horizontal tail surface are described and discussed. It was found that some aerodynamic gain can be obtained by the use of tip shields though it is considered doubtful whether their use would be practical.
This video consists of the Simulated Space Shuttle Program for schools and also has clips on wind tunnel research and on JPL's 'Miranda the Movie.'
A wind energy curriculum has been developed at the George Washington University, School of Engineering and Applied Science. Surveys of student interest and potential employers expectations were conducted. Wind industry desires a combination of mechanical engineering training with electrical engineering training. The curriculum topics and syllabus were tested in several graduate/undergraduate elective courses. The developed curriculum was then submitted for consideration.