module 11 BP energy education programme Click on the icons to go to the other modules. wind energy

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1 module 11 BP energy education programme Click on the icons to go to the other modules. wind energy module 11 BP energy education programme 2008

2 Learning Area, Outcomes and Phase Learning Area Outcomes Phase Program Society and Environment Science Investigation, Communication and Participation (S&E) Resources (S&E) Earth and Beyond (SCI) Energy and Change (SCI) Early Adolescence BPEEP Module 11: Wind Energy Copyright This training module is copyright. Apart from fair dealing for private study or research as permitted under the Copyright Act 1968, no part may be reproduced, copied, transmitted in any form or by any means without the prior written permission of BP Australia Pty Ltd. All requests and enquiries should be directed to the BPEEP Coordinator on (08) Disclaimer The content of this training module is provided for educational purposes only. In no event will BP Australia Pty Ltd or any related corporation be liable for the accuracy of the information contained in the module or the reliance placed upon it. The module is provided on the basis that all persons using it take responsibility for assessing the relevance and accuracy of its content. The content was compiled by teachers Chris Hickman and Kate Bowman of Perth, Western Australia who have sourced and written the content.

3 Overview of Learning Module Module 11 titled Wind Energy is part of the teaching and learning sequence to the BP Energy Education Program. The main objective of the module is to explore the potential of wind power to become a significant energy resource used to reduce the current dependence on fossil fuels. Key understandings addressed in this module are delivered through 1 major conceptual area, which covers the following topics: Explain how wind occurs. Describe how is generated. Identify the conditions required for efficient. Identify and describe the advantages and disadvantages of as an energy resource. Describe the extent of s impact on the environment. Determine the potential of as a world wide energy resource. Examine the extent and importance of in Australia. The conceptual area is presented as a series of learning experiences that can be used sequentially or as stand alone learning experiences. However when delivered in sequence these learning experiences provide a comprehensive background understanding necessary for the Science and Society and Environment Curriculum, and the other extended modules in the BPEEP learning program. Module 11 Wind Energy is linked to the Western Australian Department of Education and Training s Curriculum, Assessment and Reporting Policy (CAR Policy) and associated documentation. The program, presented as a series of teaching and learning experiences, links teacher planning and learning area (Science and Society and Environment) coverage back to the initial planning documents, namely the Curriculum Framework and Outcomes and Standards Framework. Planning documentation provides teachers with the explicit links to the Curriculum Framework; Knowledge, Skills and Values focus; and learning area Outcomes and Standards coverage. Relevant learning area documentation, and teaching and learning links, are colour coded for both Science (ORANGE) and Society and Environment (PURPLE). Teachers should refer to both Learning Area Curriculum Guides (What students should be taught) and Learning Area Outcomes and Standards Framework (What levels of achievement students can demonstrate/achieve across the relevant Learning Area outcomes) when considering the application of the BPEEP modules to their individual teaching and learning program requirements. A suggested timeframe is provided as a guide only to how long teachers may expect to spend on the learning experiences contained in the conceptual area of the module. A teacher guide is provided for each of these conceptual areas. Lesson support material is also provided. PAGE 1

4 Contents This symbol denotes worksheets Overview of Learning Module...1 Relevance to BP...3 BPEEP Learning Area Outcome/Aspect Coverage...4 Educator s Summary of Module Suggested Teaching Timeframe...7 Conceptual Area 1: Wind Energy...8 Learning Experience 1.1: Using the Wind...10 Learning Experience 1.2: Windy Issues: What causes wind to blow?...10 Learning Experience 1.3: Wind Power...10 Learning Experience 1.4: Wind Energy Learning Experience 1.5: Pin Wheel Power Learning Experience 1.6: Wind Power in Australia...12 Learning Experience 1.7: Wind Simulator...13 Learning Experience 1.8: Paragraph Task...13 Learning Experience 1.9: Wind Energy Word Sleuth...14 Learning Experience 1.10: Debate: Wind Power...14 Learning Experience 1.11: Assessment Task: Wind Turbine Design and Essay...15 Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience 1.9 Solution...47 Learning Experience Learning Experience References for Module PAGE 2

5 Relevance to BP If wind provided around a tenth of the world s power, it could eliminate the production of around one billion tonnes of carbon dioxide a year. Modern wind turbines work just like traditional windmills. Wind turbines usually have three blades, which spin in the wind. The blades are connected to a rotor driving an electricity generator creating clean electricity for the grid. Large wind farms in the US with around 300 turbines can each produce enough zero-carbon electricity to meet the needs of 120,000 average households annually. BP aims to grow its wind business rapidly to become one of the world s leading wind project developers by Already, we have commissioned new projects in the US and India, adding to our existing operations in The Netherlands. PAGE 3

6 BPEEP Learning Area Outcome/Aspect Coverage Click on the module number to go to that module. OUTCOME SCIENCE Earth and Beyond BPEEP MODULE Sustainability of life and wise resource use X X X X X X X X X Earth forces and materials X X X X X X X X Relationships between the Earth, our Solar System and the Universe. Energy and Change Energy, sources, patterns and uses. X X X X X X Transfer and transformation. X X X Natural and Processed Materials Structures, Properties and Uses Interactions and Changes X X SOCIETY and ENVIRONMENT Resources Use of Resources X X X X X X X X Management and Enterprise X X X X X X X X X X People and Work X X X X X X Place and Space Features of Places X X People and Places X X X Care of Places X X X Investigation, Communication, Participation Planning X X X X X X X X X X X Conducting X X X X X X X X X X X Processing and Translating X X X X X X X X X X X Applying and Communicating X X X X X X X X X X X PAGE 4

7 Educator s Summary of Module 11 DESCRIPTION OF CROSS CURRICULAR PROGRAM Module 11: Wind Energy is predominantly focused upon Society and Environment outcomes Investigation, Communication and Participation, and Resources and Science outcomes Earth and Beyond, and Energy and Change. The module requires students to investigate the option of as a substitute for fossil fuels. The module applies conceptual understandings of previous BPEEP modules and establishes new essential knowledge. Teachers are encouraged to adopt a cross curricular approach with relevant learning areas. CONCEPTUAL FOCUS How is generated. The conditions required for efficient. The advantages and disadvantages of as an energy resource. The extent of s impact on the environment. The potential of as a world wide energy resource. The extent and importance of in Australia. SKILLS FOCUS Ongoing literacy focus: paragraphing. Science laboratory process skills. Viewing and information retrieval. Information retrieval/note-taking. Internet/Website information retrieval Statistical data analysis and graphing. Group work and independent work. Research skills (as per S&E I.C.P. ladder process). DESCRIPTION OF ASSESSMENT Supporting the on-going literacy focus, a paragraph task is included. Though some conceptual understanding can be levelled in certain Learning Area Outcomes, teachers are encouraged to use the paragraph rubric (provided) through the delivery of the BPEEP modules to monitor the student s ability to construct well structured paragraphs over an extended period of time. Consideration should be given to both modelling and scaffolding the paragraph framework prior to assessing this vital literacy skill. To formally assess the students an assessment task and rubric is provided. The task requires students to complete two parts. Firstly to design a wind turbine and present a report on the planning and testing process. Secondly, to present an essay on as a future sustainable energy source. The task is ideally suited to a cross curricular approach where students follow the research process outlined by the ICP ladder and connected support frameworks. These resources are available in the appendix section of the BPEEP resource file. LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS A major on-going focus on Paragraphing utilising paragraph framework. Also emphasis on keywords, note-taking and other literacy oriented strategies. Graph and statistics interpretation. Shape, space and measurement. Group Work Inquiry based learning. CURRICULUM FRAMEWORK VALUES A pursuit of knowledge & a commitment to achievement of full potential. Self Acceptance and Respect of Self. Respect and Concern for Others and Their Rights. Social and Civic responsibility. STRAND No (CF) (CF) (CF) 4.4, 4.8, 4.9 (CF) Environmental responsibility. 5.2, 5.3 PAGE 5

8 Educator s Summary of Module 11 Overarching Learning Outcomes 1. Students use language to understand, develop and communicate ideas and information with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. Context Literacy Focus and wide range of learning experiences. Units of measurement and simples calculations. Focus of S&E I.C.P. outcome and associated skills e.g. keywords, note-taking, sources. 4. Students use, select and apply technologies. Internet (website) research. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test opinions. Analysing current trends to predict future outcomes. Renewable vs Non-Renewable Energy sources and future energy options. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it. 8. Students understand their cultural, geographical and historical contexts and have the knowledge, values and skills to make decisions in relation to it. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global community. 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. 11. Students value and implement practices that promote personal growth and well-being. 12. Students are self motivated and confident in their approach to learning and area able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and to be safe and in this regard understand their rights and obligations and behave responsibly. Conceptual Area 1 Conceptual Area 1 N.A. Learning Experiences comprising of variety of tasks throughout Conceptual Area 1 Group Work and values oriented learning. Range of teaching strategies individual and group work. Explicit teaching and implementation of group learning strategies. PAGE 6

9 Suggested Teaching Timeframe Day Time Learning Experience 1 60 minutes Experience 1.1: Using the Wind Learning Area Conceptual Area 1: Wind Energy 2 60 minutes Experience 1.2: Windy Issues: What causes wind to blow? 3 60 minutes Experience 1.3: Wind Power minutes Experience 1.4: Wind Energy Science Society and Environment Science Society and Environment Science Society and Environment Science Society and Environment Learning Task Brainstorm: Think, Pair and Share. Research Worksheet. Worksheet. Worksheet and Internet research minutes Experience 1.5: Pinwheel Power 7 60 minutes Experience 1.6: Wind Power in Australia 20 minutes Experience 1.7: Wind Simulator 8 60 minutes Experience 1.8: Paragraph Task Experience 1.9: Wind Energy Word Sleuth minutes Experience 1.10: Debate Science Society and Environment Science Science Society and Environment Science Society and Environment Science Society and Environment Science Society and Environment Science Laboratory Class based case-study research. Internet based simulator. Paragraph Task Paragraph Task Debate research and in class debate. 11-? Determined by the teacher. Experience 1.11: Assessment Task Science Society and Environment Wind Turbine Design and report. Essay. PAGE 7

10 Conceptual Area 1: Wind Energy LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: CONCEPTUAL AREA: KEY UNDERSTANDINGS: Science Society and Environment Investigation, Communication and Participation (S&E) Resources (S&E) Earth and Beyond (SCI) Energy and Change (SCI) Early Adolescence Wind Energy Students will be able to determine the potential for wind energy to be increasingly used as an energy resource, reducing dependence on the highly consumed fossil fuels as energy resources. Conceptual Understandings Explain how wind occurs. Describe how is generated. Identify the conditions required for efficient. Identify and describe the advantages and disadvantages of as an energy resource. Describe the extent of wind energy s impact on the environment. Determine the potential of wind energy as an energy resource. Examine the extent and importance of in Australia. Skills Diagramming. Information retrieval. Brainstorm/mind-map. Note-taking. Focus Questions. Science Laboratory Process. Statistics. Paragraph Framework. Research -Internet/website. Values , 4.2, 4.4, 4.7, 4.8, , 5.3, 5.4 PAGE 8

11 Conceptual Area 1: Wind Energy Teacher Information: This series of learning experiences aims to promote the need for world energy companies to explore alternative energy sources other than fossil fuels. This module explores the potential for to be increasingly used as an energy resource, reducing dependence on the highly consumed fossil fuels as energy resources. General information about wind power in Australia can be found at the following website: The website provides a series of fact sheets and background papers that provide useful information for both teachers and students. It is advised that these fact sheets be printed out and accessed by the students when completing their note-taking and research throughout the module. Resources Copies of worksheets attached to learning experiences. Paragraph framework and rubric. Equipment Access to computers/internet Science Laboratory Equipment for Pin Wheel: Pinwheel Texta Desk Fan with different power settings Measuring Tape Timer Student Prior Knowledge: Prior to delivering this module it is recommended that students would have completed all or some aspects of several modules including Module 1: What is Energy, Module 5: Oil Economics, Module 6: Oil Reserves, Module 7: Climate Change and Module 8: Alternative Energy. This provides students with an understanding of the need to optimise the potential of energy sources, like wind power, to substitute for and reduce our dependence on fossil fuels. PAGE 9

12 Conceptual Area 1: Wind Energy Learning Experiences: Learning Experience 1.1: Using the Wind Before investigating the potential for wind power to be used as an energy source, reducing dependence on fossil fuels, students should reflect on what they already know about wind. The use of a think, pair and share strategy is suggested to extract the students existing understanding. The teacher should introduce this by asking their class what they know about how wind in caused and how people, plants and animals use the wind. Using the framework provided the students should be provided an opportunity to reflect and record their individual understanding of the topic. Students should then work with a partner to share their understandings, recording any additional points their partner had that they did not. Using a card cluster strategy, students select their 3-5 best understandings and record them on slips of card, displaying them on the class board. Following general discussion about the responses students should update their individual records with understandings they didn t have recorded. go to Learning Experience 1.1 worksheet Learning Experience 1.2: Windy Issues: What causes wind to blow? The teacher should introduce this learning experience by posing the students the questions: What is wind? What causes it to blow? What is the difference between a breeze and a gale? Such question will allow the teacher to assess the student s prior knowledge and importantly allow the students to think and generate their own ideas before conducting some research. At this point the teacher (particularly in Society and Environment) may decide to teach the students how to read weather maps (synoptic charts), with particular emphasis on high and low pressure systems, their rotations, intensity of isohyets and resultant wind direction and strength. Most Society and Environment textbooks and atlases with chapters on weather and climate have relevant information and exercises to assist. Alternatively the teacher could use the daily synoptic chart from the newspaper or download one from the Bureau of Meteorology website. Once the concepts of weather and wind have been introduced to the students the learning experience requires students to conduct their own research on what causes wind to blow. The teacher should allow students to access the library, internet and/or a range of Science and Society and Environment textbooks to complete the worksheet: Windy issues: What causes the wind to blow?. The worksheet requires students to investigate such understandings as warm and cool air, convection currents, high and low pressure, weather forecasting and land and sea breezes. Once completed the worksheet should form the basis of teacher instruction and questioning to reinforce student understanding. Before discussing responses as a class it is suggested that the students work with a partner to share and modify their responses to the questions. go to Learning Experience 1.2 worksheet Learning Experience 1.3: Wind Power To introduce students to the process of using wind power to generate electricity, students should read the text on the worksheet, which is adapted from BP s Carbon Footprint Toolkit Fact Sheet 11: Wind Power The teacher should adopt a reading strategy to allow the class to familiarise themselves with the text and diagrams. PAGE 10

13 Conceptual Area 1: Wind Energy The teacher should pay particular attention to the wind turbine diagram and energy transformation flow chart, linking it to the information on wind power. The students should complete the activities using both the text and diagram. Before discussing responses as a class it is suggested that the students work with a partner to share and modify their responses to the questions. When discussing responses with the students it is important that discussion highlights the benefits wind power provides as an energy resource in comparison to fossil fuels like oil and coal. It is particularly important that students improve their individual responses to questions by adding information they gain through class discussion and teacher instruction. Learning Experience 1.4: Wind Energy go to Learning Experience 1.3 worksheet The worksheet information used in this learning experience is taken from: BP Energy Business Booklets : Gas, Power and Renewable Energy. This learning experience requires students to look at the current use of wind power around the world. It consists of an information retrieval section, where students use the information to complete a series of questions. The teacher should incorporate a reading strategy to ensure all students are familiar with the text. The teacher may choose to ask students to identify what they consider to be the 5 most important pieces of information. Once students have completed the questions these should be discussed as a class to consolidate student understanding. The second part of the worksheet requires students to use the information from the following websites: Clean Energy Council s fact sheet: Energy%20Council.pdf Geoscience Australia s map of operating renewable energy generators: Federal government s renewable energy atlas: Students need to collect a series of notes on the current use of wind power in Australia. Once this information is collected the teacher may opt to ask students to create an annotated map on Australian Use of Wind Power. Students use an atlas and blank map of Australia to locate the sites of wind power use (wind farms) and annotate them with summary notes. go to Learning Experience 1.4 worksheet Learning Experience 1.5: Pin Wheel Power The experiment Pin Wheel Power aims to investigate the effect of a fan s power setting and distance on the number of times a pinwheel will turn. Note: There are many instructions for making pinwheels on the internet, a good preliminary activity is to make and decorate the pinwheels as a class and discuss what they do. Before conducting the experiment students should develop their own hypothesis in relation to the task and consider the variables that should be taken into account. If students are not familiar with science laboratory process the teacher may decide to facilitate this section. PAGE 11

14 Conceptual Area 1: Wind Energy To conduct the experiment in class the following equipment is required per group of students: Pinwheel Texta Desk Fan with different power settings Measuring Tape Timer To conduct the experiment the following method should be followed: 1) Mark one of the pinwheel blades using the texta. 2) Using the measuring tape place the pinwheel 50cm away from the front of the fan. 3) Place the fan on the lowest setting for one minute and count how many times the pinwheel rotates. Use the mark you made on the pinwheel to help you identify one complete rotation. 4) Record the number of rotations in the results table. 5) Repeat steps 3 and 4 for each of the fan s power settings. 6) Using the measuring tape place the pinwheel 20cm away from the front of the face. 7) Turn the fan on for one minute and count how many times the pinwheel rotates. Use the mark you made on the pinwheel to help you identify one complete rotation. 8) Record the number of rotations in the results table. 9) Repeat steps 7 and 8 for each of the fan s power settings. 10) Repeat steps 7 and 8 placing the pinwheel 40cm, 60cm, 80cm, 100cm, 120cm, and 140cms away from the front of the fan. After conducting the experiment the students should use their records to graph their results and complete the discussion questions. These questions should form the basis of classroom discussion to reinforce and consolidate student understanding. As an extension to this practical task the teacher may choose to extend the students and get them to plan and conduct a science laboratory process to consider the following question: Do you think the material the pinwheel is made of affects its ability to do work? Students design and conduct an investigation to investigate this idea further. go to Learning Experience 1.5 worksheet Learning Experience 1.6: Wind Power in Australia This learning experience requires students to investigate the extent of wind power in Australia. Students need to conduct internet based research to collect information on the different wind power operations located around Australia. The teacher may opt to jigsaw this as a group based activity, with students eventually feeding back their findings to their group members. Or, alternatively the teacher may split the class into groups and assign each group with a state/territory to research. A note-taking framework is provided for students to collect their information. Students need to find out: Name of operation Location Number of Turbines Design of turbines Amount of electricity produced How the electricity is used Environmental Impact (positive and negative) Economic Impact PAGE 12

15 Conceptual Area 1: Wind Energy Once the students have collected their information, the class should collate all the different locations found to develop a class overview of wind power use in Australia. A summary table is provided for this information to be collated. Again, this information could be mapped with students providing a summary of each location annotated on the map. Once collated students should discuss and complete the questions provided. Particular attention should be paid to the final question: Do you think that should be Australia s first choice for creating electricity? Why or why not? This is important in developing the students thinking and eventual formation of a viewpoint toward the merit of wind power and its potential in reducing dependence on fossil fuel use for energy supplies. Learning Experience 1.7: Wind Simulator go to Learning Experience 1.6 worksheet BP has developed a short wind farm simulator based on its wind farm in The Netherlands. Teachers can download it from the BP Education Service at From this simulator, students can identify some of the variables affecting wind farms and their subsequent use as a sustainable energy alternative. The simulator, once loaded, takes about 10 minutes to complete. There is no worksheet for this activity. Learning Experience 1.8: Paragraph Task Using the Think, Plan, Write, Edit and Present paragraph framework students, under test conditions, should respond to the following statement: If is so clean and easy to harness, why do we not simply build wind farms all over the world to meet our ever increasing energy needs? For this written task it is recommended students be permitted to use their notes to assist in completing this task. To enhance student application of the editing process it is suggested students take drafted paragraphs (THINK, PLAN and WRITE stages of framework) home to complete the EDIT and PRESENT stages. A rubric is provided to assess students application of the paragraph framework (numerically based). Teachers may opt to use one off paragraphs as further evidence of student attainment of levels in certain aspects of Learning Area outcomes. NOTE Paragraph Rubric and Edit Checklist are located in the appendices. PAGE 13

16 Conceptual Area 1: Wind Energy Paragraph Framework Explanation: The initial part of the paragraph framework requires the students to brainstorm all relevant information to the main idea of the paragraph. This is the THINK component. With a set of initial thoughts students plan the structure of the content in their paragraph. Using the hamburger framework students sort ideas into the four main types of sentences: Statement (or Topic Sentence), Explanation (or Developing Sentence/s), Examples (or Supporting Sentence/s) and Conclusion (or Concluding Sentence). This is the PLAN component. Students draft their paragraph at this stage, using their Plan as a guide. Emphasis should be placed on the students identifying each type of sentence to ensure the paragraph is correctly structured. This can be done by a colour a scheme for each sentence type or simply labelling after sentences with TS (Topic Sentence), DS (Developing Sentence), SS (Supporting Sentence) and CS (Concluding Sentence). This is the WRITE component. Once drafted, students should edit their paragraph. Spelling, grammar and punctuation should all be a focus, as well as ensuring all four types of sentences correctly structure the paragraph. As well as self, peer or parental editing should be encouraged. This is the EDIT component. Once a full edit process is completed the student is ready to present their paragraph. All corrections should be made and sentence identification (i.e. TS, DS, SS and CS) removed. This is the PRESENT component. go to Learning Experience 1.8 worksheet Learning Experience 1.9: Wind Energy Word Sleuth This learning experience is included as an additional activity to be used as filler or revision activity at a time determined by the teacher. The students are provided with a word sleuth and series of clues. These clues should be answered to reveal the keywords/ideas relevant to the wind power industry. An answer grid is provided to identify the correct responses. Students could also apply their knowledge to create their own puzzles, sleuths and crosswords that can be shared with other class members to revise key understandings. go to Learning Experience 1.9 worksheet go to Learning Experience 1.9 solution Learning Experience 1.10: Debate: Wind Power This learning experience requires students to investigate the arguments for and against the use of wind power as an alternative energy source. Accessing the library, class textbooks and the internet students will need to research and prepare for two opposing viewpoints toward the development and use of wind power: The For Viewpoint: Wind energy is clean, sustainable and has little effect on the environment and so our government should invest a considerable amount of money into research and implementation. The Against Viewpoint: Wind energy will never be a viable alternative energy source to fossil fuels. The references at the end of this module may be a good starting point for research. PAGE 14

17 Conceptual Area 1: Wind Energy Students are to investigate this viewpoint considering things like Is this viewpoint accurate? What are the advantages and disadvantages of continuing using fossil fuels for energy supply? What are the advantages and disadvantages of developing further the use of sources? What impact will continued use of fossil fuels and/or the increased use of sources have? A note taking framework is provided to guide the student s research. At the conclusion of their independent investigation students should participate in a standard class debate or Prosecution vs Defence activity to argue for or against the increased development of wind power to meet our energy needs ahead of the use of fossil fuels. In the Prosecution versus Defence activity, one group are the Prosecution in a court case and argue for the statement in the affirmative. The Defence (a second group) then argues the negative viewpoint. The Jury (a third group) then discusses the findings of the two groups and decides on the verdict of the trial, based on the evidence provided to them. It is suggested that students not know what role they will have until their investigation is complete, thus students should prepare for both sides of the argument during their investigation (research). This strategy is particularly useful in involving more students if class sizes are large, as each student can take on a role. As an extension, after participating in this activity the students could respond to the viewpoints on wind power independently in an essay to show their understanding of the topic. go to Learning Experience 1.10 worksheet Learning Experience 1.11: Assessment Task: Wind Turbine Design and Essay Cross Curricular Opportunity Part A (Design a Wind Turbine) is primarily driven by the Science Investigating Scientifically process (a marking guide is provided). Part B (Wind Power Essay) is primarily driven by the Society and Environment process outcome of Investigation, Communication and Participation. The Society and Environment outcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus conceptual outcomes for the task. There are also possible extended cross curricular links with Technology and Enterprise given the task s potential for presentations using Powerpoint. Prior to this task it is recommended that most if not all of the Learning Experiences in this module are covered in class. All learning experiences would provide very useful information to assist students in demonstrating their understanding of the topic. The assessment task suits either individual student or group completion and presentations, the teacher should determine this. The assessment requires students to complete 2 parts: Part A: Design a wind turbine and report. Part B: Essay on wind power. PART A: DESIGN A WIND TURBINE AND REPORT The student s task is to design a wind turbine that will be the most efficient at converting wind energy into mechanical energy. Students can make their wind turbine out of any household materials they would like, but it will need to be designed in such a way that is can be easily attached to a piece of dowel and still turn freely. PAGE 15

18 Conceptual Area 1: Wind Energy Their wind turbine should be judged on how many complete rotations it makes in 2 minutes when it is placed 50cm away from a desk fan. Students need to consider what might affect their wind turbine s ability to turn, e.g. number of blades, construction material, length of blades, angle of the blades etc. Students could construct their wind turbine out of items such as aluminium pie dishes, styrofoam cups, stiff card, plastic etc. Students should conduct preliminary tests in order to get their best design. Teachers should discuss with students that it is important to not only have a good design, but also be able to show the process they took to find it. An Investigating Scientifically Marking Guide is provided to guide this process (source unknown). Students are required to submit a report that must include the following sections and sub sections: Preliminary Tests Identify the variables they tested. The method they used to trial their designs. The results of these trials in table and graph form. Final Design A material list identifying all equipment they used in the final construction. The method they used to construct their wind turbine. A labelled diagram of their turbine. A justification of why they chose this final design. Students must submit their report and their wind turbine to be tested. PART B: WIND POWER ESSAY The second part of the assessment requires students to plan, draft and present a 2 page essay that considers: What is the potential of wind power to reduce our current dependence on fossil fuels to meet energy needs in Australia? As part of the I.C.P. Outcome assessment students will need to submit all aspects of the I.C.P. ladder process, including: A3 Planning Sheet (task in own words, goals, 3-Levels of Questioning, brainstorm, reference list). All your note-taking (including the use of a variety of frameworks: H.A.K.D., structured overview, PMI, SWOT, keyword summary ). A learning journal (including initial prediction, mid-way review, final self-evaluation and on-going daily progress reflections). All their draft work (including all paragraphs drafted using the paragraph framework). Their good copy (be proud of what you submit). PAGE 16

19 Conceptual Area 1: Wind Energy Teachers should provide students with a blank I.C.P. ladder that guides the student through the research assessment process. This is initially supported in the planning stage by the I.C.P. planning sheet (should be photocopied A3 size). The planning sheet provides a framework for students to explain the task in their own words, consider the outcomes they may cover, set their assessment goals, develop their literal, inferential and evaluative focus research questions and consider the sources they will utilise and the note-taking frameworks they will use to collect their information. The teacher should encourage students to use appropriate note-taking frameworks for collecting their information. To ensure students seek information that enables a viewpoint and argument to be developed about their chosen energy source they should use frameworks including: PMI (Pluses, Minuses and Interesting), SWOT (Strengths, Weaknesses, Opportunities and Threats) and table summary (For, Against, Neutral). Students should utilise all sources of information available to them: library, newspaper, internet, questionnaire, guest speaker, TV documentaries, letters to industry requesting information packs etc. Many of these documents are available in the appendices. An assessment rubric is provided incorporating the Society and Environment outcomes Investigation, Communication and Participation and the Resources Outcome, as well as the Science Earth and Beyond and Energy and Change Outcomes. go to Learning Experience 1.11 worksheet Monitoring and Evaluation: Student understanding of wind power as an alternative energy option is assessed through: The completion of learning experience tasks. A paragraph task (for which a rubric is provided in the appendices) to assess the student s ability to construct a well structured paragraph. Paragraphs should be used by the teacher as evidence toward the attainment of conceptual outcome levels. A science laboratory activity that requires students to design a wind turbine. An essay assessment task, requiring students to present a report on the potential of wind power to meet the energy needs of Australia. The task sheet, supporting frameworks and rubric are provided. Teachers are encouraged to utilise informal assessment practices throughout the module to continually monitor and consolidate student understandings. PAGE 17

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21 Name: Learning Experience 1.1 Class: Date: BRAINSTORM: Using the wind How do people, plants and animals use the wind? What I know? What I learnt from my partner. What I learnt from my class. PAGE 19

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23 Name: Learning Experience 1.2 Class: Date: Windy Issues What causes the wind to blow? Find information in textbooks, on the internet or from the library to complete the activities on this worksheet. What is wind? What causes it to blow? What is the difference between a breeze and a gale? Your task is to research the answers to these questions and to find out exactly what causes the wind to blow. What is the difference between warm and cool air? Which one weighs more? Which one is denser? Find out what a convection current is and draw a labelled diagram to help your explanation What do convection currents have to do with winds? PAGE 21

24 Learning Experience 1.2 (contd.) In your own words write a definition for the term wind. The terms highs and lows are often used when talking about weather. What is a high and what is a low? Weather forecasts predict tomorrow s weather. If there is a high what type of weather is this associated with? The local winds that occur around coastal areas are known as land and sea breezes. Why do land and sea breezes occur? Why do land breezes occur at night? Why do sea breezes occur during the day? Draw two labelled diagrams that show how land and sea breezes are formed. PAGE 22

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27 Name: Learning Experience 1.3 Class: Date: Wind Power As the Sun shines on the Earth it warms the atmosphere more in some places than others. Warmer regions in the atmosphere are less dense than surrounding cooler areas so the warmer air rises upwards by the process of convection. Cooler air from surrounding areas rushes in to replace the rising warm air. This is what we feel as wind. Because wind is caused by the Sun, is actually a form of indirect solar power. How does wind power work? We use in many different ways, from sailing boats to flying kites. In terms of generating electricity, it works as follows: the kinetic energy of the wind is used to spin a propeller linked to a generator the generator consists of a system of magnets and coils of wire when the propeller spins, it makes the magnetic field from the magnets in the generator pass over the coils of wire, which causes an electrical current to flow. Efficiency A large turbine can have an efficiency of up to 40%. This means that for every 100 joules of kinetic energy in the wind striking the turbine blades, the turbine produces up to 40 joules of electrical energy. It is unlikely that a wind turbine will ever be much more efficient than this. If you think about what would happen to a 100% efficient wind turbine you can see why. If a turbine were 100% efficient it would transform 100% of the wind s energy into electrical energy. This means that the wind would have no energy left once it had passed through the turbine blades and would stop moving. This would effectively block more wind from passing through the blades and your turbine would grind to a halt! rotor blade rotor hub with blade pitch mechanism rotor brake foundations gearbox tower electrical switch boxes and control generator yaw system grid connection Energy transformation Thermal energy from the Sun Kinetic energy of air molecules as they rush in to replace less dense, rising air Kinetic energy of turbine and generator Electrical energy PAGE 25

28 Learning Experience 1.3 (contd.) Eco credentials Wind power produces zero emissions. Wind turbines do not produce carbon dioxide and they make use of a totally renewable energy resource. Some people have concerns about possible noise pollution and harm that turbines may cause to local bird populations. Source: BP s Carbon Footprint Calculator, Fact Sheet 11: Wind Power Use the information above to complete the activities on this worksheet. Describe in your own words how is in fact indirect solar power. Draw and label a wind turbine in the box below. PAGE 26

29 Learning Experience 1.3 (contd.) How can wind power be used to create electricity? How efficient is a wind turbine? How come it is unlikely that a turbine will ever be created that is more efficient than this? What are the environmental impacts of, both positive and negative? Complete the energy transformation flow chart. Thermal energy from the PAGE 27

30 Learning Experience 1.3 (contd.) Why is the different density of hot and cold air so important to the formation and use of? PAGE 28

31 Name: Learning Experience 1.4 Class: Date: Wind Energy Read the paragraphs on and use the information from them to complete the activities that follow. Between 2000 and 2010 it is estimated that the amount of energy derived from wind power will increase by 25% and will account for most of the renewable energy produced. Wind turbines consist of rotor blades rotating around a central hub (or nacelle) that houses a gearbox and a generator. This nacelle is mounted on top of a tower. Sensors are used to monitor wind direction and the tower head is turned to line up with the wind. The power output is controlled automatically as wind speed varies and machines are stopped in strong winds to protect them from damage. Wind turbines do have some environmental impact because of their visibility and the noise they create, although recent designs are much quieter. Wind turbines are currently sited mainly on land, and there is still great potential to expand in this area, but strong winds blow more consistently offshore. Offshore wind power requires the bases of the wind turbine to be fixed firmly to the seabed. They have to withstand far more hostile conditions than land-based turbines. In the Netherlands, BP is operating wind farms at the Nerefco refinery near Rotterdam and at the company s oil terminal in Amsterdam. The turbines at the Amsterdam site are currently the largest in the Dutch market, each capable of generating 3MW of electricity. The project will displace 5,000 tonnes of carbon dioxide a year. In the UK, there are about 1,200 large wind generators, which together can generate enough electricity for a city of 500,000 people. Currently wind power generates about 1% of the UK s electrical needs. Source: BP Energy Business Booklets : Gas, Power and Renewable Energy. Between 2000 and 2010 it is believed that wind power will account for most of the renewable energy produced when its use increases by how much? Name the six components that make up a wind turbine Which of these components is responsible for monitoring wind direction so the wind turbine can line up with the wind? PAGE 29

32 Learning Experience 1.4 (contd.) Why is it important for the wind speed to be monitored by the wind turbines? Name two ways wind turbines can negatively affect the environment. Wind turbines are normally located on land but there is a move to locate them at sea. What are the advantages and disadvantages of this move? Wind turbines are being used in an oil terminal in Amsterdam. How much energy can each turbine create? How much carbon dioxide does the production of this energy prevent being released into the atmosphere? Why is a reduction in carbon dioxide emissions so important to our global environment? What percentage of the UK s electrical need is being met by? PAGE 30

33 Learning Experience 1.4 (contd.) INVESTIGATE: What role does play in Australia s energy needs? The following websites may be able to help you: Clean Energy Council s fact sheet: Energy%20Council.pdf Geoscience Australia s map of operating renewable energy generators: Federal government s renewable energy atlas: Mark the locations of wind farms on the map of Australia on the following page. An atlas may help you. PAGE 31

34 Learning Experience 1.4 (contd.) Wind Farm Locations PAGE 32

35 Name: Learning Experience 1.5 Class: Date: Pinwheel Power A pinwheel is a simple tool that we can use to measure how much is being used to do work by watching how many times it spins around. The more it spins the more work the is doing. Aim To investigate the effect of a fan s power setting and distance on the number of times a pinwheel will turn. Hypothesis Variables Independent: Dependent: Controlled: Materials Pinwheel Texta Desk Fan with different power settings Measuring Tape Timer PAGE 33

36 Learning Experience 1.5 (contd.) Method 1) Mark one of the pinwheel blades using the texta. 2) Using the measuring tape place the pinwheel 50cm away from the front of the fan. 3) Place the fan on the lowest setting for one minute and count how many times the pinwheel rotates. Use the mark you made on the pinwheel to help you identify one complete rotation. 4) Record the number of rotations in the results table. 5) Repeat steps 3 and 4 for each of the fan s power settings. 6) Using the measuring tape place the pinwheel 20cm away from the front of the face 7) Turn the fan on for one minute and count how many times the pinwheel rotates. Use the mark you made on the pinwheel to help you identify one complete rotation. 8) Record the number of rotations in the results table. 9) Repeat steps 7 and 8 for each of the fan s power settings. 10) Repeat steps 7 and 8 placing the pinwheel 40cm, 60cm, 80cm, 100cm, 120cm, and 140cms away from the front of the fan. Results Design a results table that will allow you to record your results accurately and quickly PAGE 34

37 Learning Experience 1.5 (contd.) Draw a graph to show how the power setting affected how many times the pinwheel rotated. PAGE 35

38 Learning Experience 1.5 (contd.) Draw a graph to show how distance from the fan affected how many times the pinwheel rotated. Discussion Describe your results and summarise the data you collected. PAGE 36

39 Learning Experience 1.5 (contd.) Can you explain your results? Use some science ideas to help explain what happened. Was your hypothesis correct? Why or why not? How could you improve this investigation? What have you learned about from this investigation? PAGE 37

40 Learning Experience 1.5 (contd.) What is your main conclusion? How could you use your findings to help you design a way of harnessing to do work? Extension Do you think the material the pinwheel is made of affects its ability to do work? Design and conduct an investigation to investigate this idea further. PAGE 38

41 Name: Learning Experience 1.6 Class: Date: Wind Power in Australia Where is wind power being used in Australia? What impact is it having on our environment and on our economy? Conduct your own research on an Australian wind farm or wind project by completing the following table. Name Location Number of Turbines Design of Turbines Amount of electricity produced How the electricity is used Environmental Impact (positive and negative) Economic Impact PAGE 39

42 Learning Experience 1.6 (contd.) Collect your class results by completing this results table. Name Location Number of Turbines Amount of electricity produced How much electricity is being produced by all of the wind farms combined? What impact do you think it has on the environment compared with traditional power plants? Locate these wind farms on a map of Australia. PAGE 40

43 Learning Experience 1.6 (contd.) Is there a common factor in all of their locations? Explain your answer. Do you think that should be Australia s first choice for creating electricity? Why or Why not? PAGE 41

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45 Name: Learning Experience 1.8 Class: Date: The main idea of the paragraph is Paragraph Framework If is so clean and easy to harness, why do we not simply build wind farms all over the world to meet our ever increasing energy needs? THINK PLAN Statement (Topic Sentence T.S.) Explanation (Developing Sentence D.S.) Examples (Supporting Sentence S.S.) Conclusion (Concluding Sentence C.S.) PAGE 43

46 Learning Experience 1.8 (contd.) WRITE (Identify each type of sentence using T.S., D.S., S.S., C.S. EDIT Spelling Punctuation Grammar Sentences Keywords PRESENT PAGE 44

47 Name: Learning Experience 1.9 Class: Date: Wind Energy Word Sleuth Terms associated with are hidden within the word sleuth. Identify the words from the clues on the following page and then find them in the word sleuth. R A R C M E F F I C I E N T P O E R S D Y A D W N S D S R R T B N M N T E H E B B E D G S O W A E I B P I N I M H F H G R I T L W V K E H R L F E P E B T M E L A G T K D J L S D N L L O C A D B Y D K L P I O E A E S T F S P L S G M X O D R D S P R W C F C E D O T N G A E N H I Q N S X P I P K H T T S E E C Y M K O D O A I K R O G D R I J D T N F A F N L E R H P E T P F O P F R G E B W T S P G Y O B N L S T H T N M G S S B K R G P A V S D I M O D F H V A O E O O N B B C C R N E G C O N V E C T I O N T E C I A X Y P K I T E Q J A H V Z PAGE 45

48 Learning Experience 1.9 (contd.) Clues 1. Wind energy is an example of a energy resource. 2. Wind turbines do not produce any of this. They create zero emissions. 3. Hot air is less, than cold air. 4. A large wind turbine can convert 100 joules of into 40 joules of electrical energy. This makes a wind turbine 40%. 5. energy is a form of indirect solar power. 6. Wind energy is a form of movement or energy. 7. A wind turbine s propeller is made up of a number of. 8. A negative impact of wind turbines is the effect they might have on local populations. 9. Wind energy can be used to fly a. 10. The propeller of a wind turbine is linked to a. 11. A wind turbine is used to create. 12. Wind is created by the process of. 13. When is burned to create electricity it produces harmful emissions. 14. Turbines might create pollution. 15. The Sun warms the Earth s more in some places than others. 16. Cold air is dense than hot air. PAGE 46

49 Learning Experience 1.9 (contd.) Answer Key R E F F I C I E N T O E D solution T N N B O A E I I G R T L W R E E B M E A D S D N L O C B I E A E S T L X O R D S P R E O N A E N H I I K T S E E C D I O D R I N N R E T O E Y B L T M R A I O A O C R C O N V E C T I O N E K I T E PAGE 47

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51 Name: Learning Experience 1.10 Class: Date: The Wind Debate Your task is to prepare to participate in a debate on the potential of wind power to be increasingly developed in Australia to reduce our current dependence on fossil fuels to meet our energy needs. You need to prepare for both sides of the argument (for and against) as you could be required to take either viewpoint in class debate. Use the framework below to gather and organise your information to support both viewpoint statements. FOR VIEWPOINT Wind energy is clean, sustainable and has little effect on the environment and so our government should invest a considerable amount of money into research and implementation. Introductory Information: AGAINST VIEWPOINT Wind energy will never be a viable alternative energy source to fossil fuels. Introductory Information: Supporting Point 1: Supporting Point 1: Supporting Evidence: Supporting Evidence: Supporting Point 2: Supporting Point 2: Supporting Evidence: Supporting Evidence: PAGE 49

52 Learning Experience 1.10 (contd.) FOR VIEWPOINT Wind energy is clean, sustainable and has little effect on the environment and so our government should invest a considerable amount of money into research and implementation. Supporting Point 3: Supporting Evidence: AGAINST VIEWPOINT Wind energy will never be a viable alternative energy source to fossil fuels. Supporting Point 3: Supporting Evidence: Additional Points: Additional Points: Concluding Information: Concluding Information: PAGE 50

53 Name: Learning Experience 1.11 Class: Date: Wind Turbine Design This assessment requires you to complete 2 parts: Part A: Design a wind turbine and report. Part B: Essay on wind power. PART A: DESIGN A WIND TURBINE AND REPORT Your task is to design a wind turbine that will be the most efficient at converting into mechanical energy. You can make your wind turbine out of any household materials you would like, but it will need to be designed in such a way that is can be easily attached to a piece of dowel and still turn freely. Your wind turbine will be judged by how many complete rotations it makes in 2 minutes when it is placed 50cm away from a desk fan. What might affect your wind turbines ability to turn? Number of blades Construction material Length of blades Angle of the blades You might like to construct your wind turbine out of: Aluminum pie dishes Styrofoam cups Stiff card Plastic You will need to conduct preliminary tests in order to get the best design. It is important to not only have a good design, but you must be able to show the process you took to find it. Therefore you will need to submit a report that must include the following sections and sub sections Preliminary Tests Identify the variables you tested. The method you used to trial your designs. The results of these trials in table and graph form. PAGE 51

54 Learning Experience 1.11 (contd.) Final Design A material list identifying all equipment you used in the final construction. The method you used to construct your wind turbine. A labelled diagram of your turbine. A justification of why you chose this final design. As well as your report you must also submit your wind turbine to be tested. PART B: WIND POWER ESSAY The second part of your assessment requires you to plan, draft and present a 2 page essay that considers: What is the potential of wind power to reduce our current dependence on fossil fuels to meet energy needs in Australia? You will need to follow the I.C.P. ladder process to guide the planning and development of your essay task. Given the loose essay topic provided you are charged with the responsibility of refining this topic into a viewpoint statement that your essay will cover. As part of your planning you will need to ensure you develop your 3 Levels of Focus Questions to guide your research and essay structure. You must use the paragraph framework to draft your essay paragraphs. A paragraph plan framework is provided. You will need to submit the following A completed A3 I.C.P. Planning sheet. All note-taking addressing all focus questions and your paragraph plan. A paragraph plan outlining the main idea of each paragraph. A completed paragraph framework for each of your paragraphs A final copy of your completed essay. A resource list showing where you got your information from. You need to have used at least three different resources. Due Date: PAGE 52

55 Learning Experience 1.11 (contd.) Initial Essay Topic: Part B: Wind Power Essay Plan What is the potential of wind power to reduce our current dependence on fossil fuels to meet energy needs in Australia? My Refined Essay Topic: Essay Plan Points I want to make in my introduction: Main Idea 1: Supporting Evidence: Main Idea 2: Supporting Evidence: Main Idea 3: Supporting Evidence: Main Idea 4: Supporting Evidence: Points and viewpoints I want to make in my conclusion PAGE 53

56 Learning Experience 1.11 (contd.) Preliminary Tests PLANNING Independent & Dependent Variables Method Organising Observations Marking Key: Investigating Scientifically Level 2 Level 3 Level 4 Level 5 I can identify the independent variable I can write a method in simple ordered steps I organise my observations in simple formats: as pictures, words, numbers. I can fill in provided tables I attempt to identify the independent & dependent variables I can write a method in ordered numerical steps I can draw and complete a simple observations table I can identify independent & dependent variable I can thoroughly design a method which clearly specifies what is to be recorded. I might include a control and repeat trials I can draw a table which included repeat trials & averages. I show correct units. My variable measurements change in gradual amounts. When I plan the experiment I show a good understanding of the independent and dependent variables I can analyse a problem & thoroughly plan my investigation and may modify my technique through preliminary testing I can draw and complete complex matrix-designed tables. CONDUCTING Use of Equipment Measurements I attempt to use equipment in a proper and safe way I can make statements and comparisons eg. rankings I use equipment in a consistent and safe manner I can make simple measurements made and attempt to use of units. I can demonstrate consistency and accuracy when measuring and using equipment I make measurements with appropriate accuracy and I make more than one measurement for each test. I use correct units. I use preliminary tests to modify technique and select the right equipment to enhance accuracy. I make sufficient measurements for reliability and select the most appropriate unit. PROCESSING Data Processing I compare events in words I can graph my findings I can calculate averages and draw an appropriate graph; type and averages I can draw graphs with labels, line of best fit and well balanced scales PAGE 54

57 Learning Experience 1.11 (contd.) Final Design PLANNING EVALUATING Method Evaluating Findings Level 2 Level 3 Level 4 Level 5 I can write a method in simple ordered steps I comment on whether what happened was expected. I can write a method in ordered numerical steps I can identify difficulties within my investigation I can thoroughly design a method which clearly specifies what is to be recorded. I might include a control and repeat trials I can make sound suggestions for improving my investigation I can analyse a problem & thoroughly plan my investigation and may modify my technique through preliminary testing I can explain improvements to my measurements, use of equipment, repetition of trials, replicates and uncontrolled variables in the investigation. I can indicate additional variables/ measurements to be made. Applications I attempt to give an application I can suggest a related application I propose and explain a specific applications The source of this Investigating Scientifically Marking Key is unknown. PAGE 55

58 Learning Experience 1.11 (contd.) Rubric Level Earth and Beyond 2 Identify uses for wind. Describe the different ways wind power can be used 3 Relate the location of wind farms to their importance to Australia. Relate emissions to the changes they cause to the atmosphere. Energy and Change Resources Investigation, Communication and Participation Recognise that wind power is an energy source for many different requirements. Categorise energy resources. Identify ways energy resources are used. Recognise that people engage in different activities, utilising energy resources. Understand that different energy resources and activities can be grouped into categories. Explain how people manage and use energy resources. Categorise different forms of activities people engage in, utilising energy resources. With teacher direction you can follow an investigation and collect information. You are able to describe what you have found out and present this from your own point of view. With teacher guidance you can select aspects of a topic to investigate and record information from more than one source. You are able to draw simple inferences from his information to support a point of view. 4 Understand that natural resources can be used to provide energy requirements. Predict the changes in emission levels with the widespread use of wind power. Understand the link between emission levels and the greenhouse effect. Compare different sources of energy in terms of their ease of use, cost and effects on living things and the environment. Examine alternative choices to utilising available energy resources. Explain how people s circumstance and decisions reflect their choices in accessing energy resources. Examine how access to energy resources can be managed more effectively. You can negotiate an investigation and collect and record accurate information from different sources and points of view. You are able to combine this information to support and make simple generalisations in your presentation which presents an informed opinion. PAGE 56

59 Learning Experience 1.11 (contd.) Level Earth and Beyond 5 Assess wind power as an alternative energy resource to oil and coal. Explain how wind power is utilised now and how it might be utilised in the future. Use a greenhouse model to describe how human activity and resource use can impact our global environment. Predict possible trends in global warming if the way wind power is used changes. Energy and Change Resources Investigation, Communication and Participation Analyse the efficiency of applications that use wind power in terms of energy input and output. Examine the link between energy resource availability and usage. Evaluate the factors that determine the availability of energy resources. Examine how people can manage their available energy resources more effectively. You can plan an investigation and use appropriate data collecting and recording techniques. You use discipline language to explain patterns in the evidence and to draw conclusions. Your presentation shows that you have considered facts, opinions and motives for particular viewpoints. PAGE 57

60 References for Module 11 BP Energy Business Booklets : Gas, Power and Renewable Energy. Fact Sheet 11: Wind Power from the Carbon Footprint Toolkit Energy%20Council.pdf PAGE 58

61 Notes: PAGE 59

62 Notes: PAGE 60

63 This book has been produced using paper from mills that have ISO4001 (International Environment Management Standard) accreditation and FSC (Forest Stewardship Council) accreditation. These standards promote forest certification and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable reforestation policies. FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace.

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