Wind power is recognized as a clean, quiet, feasible alternative electricity source around the world. When you think of wind power, what image comes to mind? A wide expanse of undeveloped land dotted with sleek, rotating turbines? What about rooftop turbines right in the city, similar in arrangement to solar rooftop panels?

The NYTimes.com published a story on January 2 about an apartment building in the Bronx with these rooftop turbines. It is predicted they will cut the building’s utility bills for common areas like hallways by one-half each year. According to the figures given in the story, the turbines should pay for themselves in about 11 years.

There are some major differences between this urban setup and the more typical rural environments for wind-generated electricity. First, the rooftop turbines resemble tabletop fans more than the monstrous turbines we have come to associate with wind power. A second difference between this urban setup and the typical rural setup is that the generated power will go directly to the building’s electrical system, not to a central power station first. And the third difference surrounds the quality of wind itself. Urban landscapes create wind blocks and unusual wind currents so not every building is suitable for rooftop turbines. In addition, older buildings may not be able to support the weight of the turbines.

The optimism of this story is encouraging. However, the reality is that it is still quite expensive for the average installation, making wind power out of reach for most of us at this time. Public involvement and a continued creative approach by all stake holders — policymakers, engineers, scientists and consumers — are needed. A New Year’s resolution: learn all you can about alternative sources of energy in your community and communicate with public policymakers to arrive at feasible solutions soon.

How to Turn This News Event into an Inquiry-Based, Standards-Related Science Lesson

Wind-generated electricity using rooftop turbines in the city connects to the Science and Technology and Science and Personal and Social Perspectives content standards of the National Science Education Standards. Ask students to describe their perceptions of wind-generated electricity. Do they demonstrate an understanding of the fundamental concept of energy conversion from kinetic to mechanical for example? Do any students mention urban environments? Ask if they believe wind-generated electricity can be done in a city. How? What issues or problems can students predict related to wind power in the urban environment? Are any of those problems insurmountable?

Share the NYtimes.com story with students. Have them identify a list of buildings in their community that might be candidates for rooftop wind turbines. If possible, they can visit the rooftops and take measurements of wind speed and direction. They can do some research into existing incentives available, such as grants or tax exemptions, for organizations that install alternative energy generators. They can contact their local policymakers to either commend them for their efforts if students find them satisfactory; to enquire about why there are not more incentives if that is the case; or to provide suggestions to policymakers regarding how they could provide additional incentives for consumers to go green with rooftop wind generators.

In this way students use their knowledge of energy conversion and technological innovation to influence public policy and culture. They are using skills from across the curriculum, language arts and social studies, in an authentic learning experience.

Here are  additional resources from the National Science Digital Library Middle School Portal related to discussions of energy conversions and wind power: Energy Transfers and Transformations; Introduction to Energy; and Texas Economy Prospers With the Wind.

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