Measuring Wind
2. While standing on the dock or the beach ask students to look for clues about wind. We can’t see wind, but we can see the results of wind. Have students identify clues about wind. Can they feel it on their faces? Is it strong or weak? Lead students to identify wind on the water, the blowing of leaves, the movement of trees, flags, halyards, or the result of wind on other boats on the water. Show students the body of water they will be sailing on and discuss the typical wind patterns during their sailing time.
3. Tell students, “Since we can’t see wind, we need to use clues about wind to help power our boats.” Take 5 minutes and ask students to make observations about the wind silently, then share them with the group. If students are struggling lead them by asking students if the wind is always moving at the same speed, or if it changes.
4. Have students make predictions about the current wind speed and direction and how it will or would affect sailing today. (High winds will make the boats go fast.)
5. Return to classroom to review: Wind is the horizontal movement of air; it is measured in speed and direction. The standard unit of measurement is miles per hour. Now, how can we make an instrument to measure wind speed? Have students design their own instrument on paper.
Part III: Making A Wind Anemometer Classroom - Outdoor - 45 minutes
Note: Educators have two options. The first option is a quick option, show students a preassembled anemometer. The second option is to provide students with the materials and ask them to build and test their own. If time allows, option 2 has a lasting result and involves engineering, design, and problem solving.
1. Mark one of the cups with a black permanent marker; this will be the marker when counting spins (revolutions per minute).
2. Arrange 4 paper dixie cups and two drinking straws to form a cross.
3. Tape the straws to the top of Dixie cups. The open end of all cups should face the same direction. Let the students test the cups at different angles if time permits.
4. Push a straight pin through the center of the straws into an eraser on the end of a pencil to provide an axel. This instrument is called an
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