Kaylee Marion

How to Make an Anemometer

Grade Level: 5
th
Grade

Objective: This lesson is designed to teach the students what an anemometer is
used for and how they can make one at home. The students will investigate how an
anemometer measures the speed of the wind.
Key Focus:

An anemometer is used to measure wind speed. Whenever air travels from a high-pressure
area (more molecules are present), to a low-pressure area (where there are fewer molecules),
wind is generated. This experiment, the students will create their own wind meter, or
anemometer. An anemometer is used to measure the wind while rotating. In order to find the
speed/velocity, of the anemometers spins, the students must first discover the number
of revolutions per minute (RPM), also known as how many times the anemometer rotates in
a full circle from its initial point in one minute.
Terms and Concepts to address for this lesson:
atmosphere
anemometer
speed
wind
revolutions per minute
Questions to address:
1.) Describe the job of an anemometer?
2.) Will high wind speeds decrease or increase the amount of rotations of the
device?
3.) Is there a formula for the relationship between how many turns and time
interval can be used to calculate wind speed?
Materials:
5 three ounce paper cups (Dixie Cups)
2 straws
thumb tack
hole punch
scissors
stapler
pencil
a fan with at least three different speeds (high, medium, and low)
ruler (optional)
Stopwatch (optional as well)

Kaylee Marion

Procedure:
1. With the hole punch, punch one hole on the side of 4 Dixie cups approximately half an inch
below the rim of the cup.
2. Grab a straw and send it through the hole in the cup to the other side of the cup. Bend the
end of the straw enough to securely staple it to the side. Do this step for another cup with the
other straw.
3. For the fifth cup use the hole puncher to punch four holes about 1/4in below the rim of the cup
all spaced evenly from each other. At the bottom of the cup punch a hole in the middle of the
base.
4. Use one of the cup and straw device already created to push through to opposite holes in this
5
th
cup, now grab another one hole cup on the end and place it on the cupless end of the
straw repeating procedure #2. Be sure to make the cups face opposite directions.
5. Repeat this procedure using the remaining materials.
6. Arrange the four cups open ends face in the identical direction.
7. Stick the thumb tack completely through both of the straws where the two overlap
8. Lastly, push the pencils eraser through the center cups bottom hole. Completely push the
pin, that is holding the two straws together, into the end of the pencil eraser as well.
Procedure continued
9. Now place the fan about 3-6 steps away from the anemometer. Be sure to keep the same
distance between the fan and the meter with each measure. (Tape may be used as a marker)
10. Turn the fan on its first speed and return to the marked place of the anemometer. Count the
number of complete rotations the meter makes in one minute. Partners needed
[Introduce REVOLUTIONS PER MINUTE(RPM) here]
11. Adjustments may be made if the count is too fast or slow. Do not record until adjustments
have been made and are satisfied to continue with the experiment.
12. Record readings (A table would be useful if desired) for each of the speeds. Multiple readings
may be made for each speed (averaging each reading to its specific speed)
13. Discuss the relation between number of revolutions per minute as fans wind speed increases


Teks:
112.16. Science, Grade 5
(2) Scientific investigation and reasoning. The student uses scientific
methods during laboratory and outdoor investigations. The student is expected
to:
(A) describe, plan, and implement simple experimental investigations testing one variable;
(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate
equipment and technology;
Kaylee Marion
(C) collect information by detailed observations and accurate measuring;
(D) analyze and interpret information to construct reasonable explanations from direct
(observable) and indirect (inferred) evidence;
(E) demonstrate that repeated investigations may increase the reliability of results;
(F) communicate valid conclusions in both written and verbal forms; and
(G) construct appropriate simple graphs, tables, maps, and charts using technology, including
computers, to organize, examine, and evaluate information

(4) Scientific investigation and reasoning. The student knows how to
use a variety of tools and methods to conduct science inquiry. The student is
expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes,
cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan
balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter
sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches;
and materials to support observations of habitats or organisms such as terrariums and aquariums;
and

(7) Earth and space. The student knows Earth's surface is constantly
changing and consists of useful resources. The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, and ice;
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and
biofuels; and
(D) identify fossils as evidence of past living organisms and the nature of the environments at the
time using models.