As the number of heat waves increase in frequency, more and more people are relying on air conditioners (AC) to stay cool. But powering AC units takes a tremendous amount of energy, energy that is produced by the burning of fossil fuels. The burning of fossil fuels leads to further warming and increased reliance on AC - a vicious cycle. But what if the energy used for air conditioners could come from clean, renewable energy sources (e.g., wind and solar)? Scientists see huge potential to harness the power of wind to produce clean energy across the United States, especially along U.S. coastlines where offshore winds are strong and reliable. But before scientists and engineers can design offshore wind farms, they must study the offshore wind patterns to understand when and WHY wind speeds will be highest and therefore able to produce the greatest amount of clean energy.
Context for Use
This Data Puzzle is part of a larger collection of Data Puzzle resources that combine classroom-friendly datasets with Ambitious Science Teaching practices to help students make sense of phenomena!
Goals Header
What Students Will Do
- Analyze and interpret patterns in energy demand and offshore wind speeds from New York City to evaluate whether energy produced from future offshore wind farms can meet New York City demands.
- Construct an explanation for how energy from the development of future offshore wind farms will help meet the high energy demands of New York City.
Teaching Materials
Description
Days 1-2
- Part 1 (25 minutes) Eliciting Students' Ideas
Students engage in a whole-class discussion related to the opening scenario prompt(s), “What is the hottest day you’ve ever experienced? Where were you? What time of year was it? How did you stay cool?”.
- Part 2 (50 minutes) Identifying Important Science Ideas
Students engage with an interactive reading to 1) identify similarities between the opening scenario prompt and the work atmospheric scientist Julie Lundquist is conducting to learn more about how offshore wind farms can help provide energy when demands are highest (on hot, summer days), and 2) make predictions as it relates to the investigating question, "How does the timing of peak offshore wind speeds compare with the timing of peak energy demands in New York City during a hot, summer day??"
- Part 3 (45 minutes) Supporting On-Going Changes in Thinking
Students test their prediction about the relationship between peak offshore wind speeds and peak energy demands for New York City by analyzing datasets from August 2nd, 2022, a day when regional temperatures reached 93°F.
Day 3
- Part 4 (60 minutes) Evidence-Based Explanation
Students reflect on evidence gathered during parts 1-3 and construct a newspaper article for to address the following prompt:
"Imagine that you are part of scientist Julie Lundquist's research team and are asked to write a newspaper article about how energy from the development of future offshore wind farms will help meet the high energy demands of New York City, especially on hot, summer days.
P.S. Don’t forget a headline!"