Engineering class makes turbines

Engineering teacher John Banister-Marx teaches students how to make turbines in order to create the highest amount of energy possible. Every pair of students created their own turbine with foam boards and went through a series of trial runs to find the best angle for all blade.

Students Dylan Wilson and Emily Andrews exchange turbines. Each blade on the turbine helps it function better. Credit: Cole Bourbon for Manchester Essex Multimedia Online
Students Dylan Wilson and Emily Andrews exchange turbines. Each blade on the turbine helps it function better. Credit: Cole Bourbon for Manchester Essex Multimedia Online
Wilson’s trial goes well as the turbine spins quickly and the blades stay stationary on the axis. With each trial run, students needed to add a blade onto the axis in order to get different results. Clara Tuttle for Manchester Essex Multimedia Online
Wilson’s trial goes well as the turbine spins quickly and the blades stay stationary on the axis. With each trial run, students needed to add a blade onto the axis in order to get different results. Clara Tuttle for Manchester Essex Multimedia Online
Banister-Marx helps 8th grader Dylan Wilson find the best angle on his turbine. The turbines are placed on a PCP pipe stand across from a large fan that blows the blades in circles. Clara Tuttle for Manchester Essex Multimedia Online
Banister-Marx helps 8th grader Dylan Wilson find the best angle on his turbine. The turbines are placed on a PCP pipe stand across from a large fan that blows the blades in circles. Clara Tuttle for Manchester Essex Multimedia Online
Eighth grader Olivia Provost documents her findings from the trial run. Each pair of students could cut their blades into any shape they want in order to find the one that will allow it to do the best in trial runs. Clara Tuttle for Manchester Essex Multimedia Online
Eighth grader Olivia Provost documents her findings from the trial run. Each pair of students could cut their blades into any shape they want in order to find the one that will allow it to do the best in trial runs. Clara Tuttle for Manchester Essex Multimedia Online
Eighth grader Abby Prudden writes down the data from her trial run. In each trial, students adjusted the blade angle in order to find the “sweet spot” or the angle which will make the turbine spin the fastest and create the most energy. Clara Tuttle for Manchester Essex Multimedia Online
Eighth grader Abby Prudden writes down the data from her trial run. In each trial, students adjusted the blade angle in order to find the “sweet spot” or the angle which will make the turbine spin the fastest and create the most energy. Clara Tuttle for Manchester Essex Multimedia Online
As Banister-Marx recaps what the students had to in class, 8th grader Judy Johnson takes out her materials for the trial run. Each pair of students keeps a cardboard box with all their supplies for the quarter under their table. Clara Tuttle for Manchester Essex Multimedia Online
As Banister-Marx recaps what the students had to in class, 8th grader Judy Johnson takes out her materials for the trial run. Each pair of students keeps a cardboard box with all their supplies for the quarter under their table. Clara Tuttle for Manchester Essex Multimedia Online
Students settle into class before the trial run began as they take out all the necessary materials. To create the turbines, foam board is hot glued onto a wooden stick and then placed onto an axel which rotates.  Clara Tuttle for Manchester Essex Multimedia Online
Students settle into class before the trial run began as they take out all the necessary materials. To create the turbines, foam board is hot glued onto a wooden stick and then placed onto an axel which rotates. Clara Tuttle for Manchester Essex Multimedia Online
Student Dylan Wilson begins his first trial. Wilson’s prototype was successful and spun quickly because of the fan. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
Student Dylan Wilson begins his first trial. Wilson’s prototype was successful and spun quickly because of the fan. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9150: This sheet shows the various topics the students needed to record. This included number of blades, blade radius, Voltage etc. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9150: This sheet shows the various topics the students needed to record. This included number of blades, blade radius, Voltage etc. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9149: Middle school student records his data after his first trial. Many students’ designs were successful but the biggest flaw was with the shape of the blade. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9149: Middle school student records his data after his first trial. Many students’ designs were successful but the biggest flaw was with the shape of the blade. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9147: Eighth grader Dylan Wilson displays his design before testing. His turbine took about 10 seconds before reaching full speed potential. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9147: Eighth grader Dylan Wilson displays his design before testing. His turbine took about 10 seconds before reaching full speed potential. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
Middle school students prepare for the lab of the day. Students said it usually takes about 10 minutes to prepare before they test their design. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
Middle school students prepare for the lab of the day. Students said it usually takes about 10 minutes to prepare before they test their design. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
Eighth grader records angles of the foam wings after gluing them together. Students were also expected to record the voltage, blade area, and total mass. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
Eighth grader records angles of the foam wings after gluing them together. Students were also expected to record the voltage, blade area, and total mass. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9143: Eighth grader Abby Prudden records data gathered by the wind speed of how fast the turbine was traveling. Students had to place their turbine in front of the fan and record the speed. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9143: Eighth grader Abby Prudden records data gathered by the wind speed of how fast the turbine was traveling. Students had to place their turbine in front of the fan and record the speed. Credit: Caroline Francoeur for Manchester Essex Multimedia Online

9142: Engineering students had just completed the Floaters, Fliers, and Sinkers lab and have now moved on to the turbine lab. Many students said they have been enjoying this lab and Banister-Marx will continue to do this lab for upcoming years. Credit: Caroline Francoeur for Manchester Essex Multimedia Online
9142: Engineering students had just completed the Floaters, Fliers, and Sinkers lab and have now moved on to the turbine lab. Many students said they have been enjoying this lab and Banister-Marx will continue to do this lab for upcoming years. Credit: Caroline Francoeur for Manchester Essex Multimedia Online

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