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<\/figure><\/div>\n\n\n\nGreat, good stuff. In fact, it would be difficult to imagine a teacher anywhere who did not believe in protecting the environment for future generations, and teaching today\u2019s students to be responsible adults in the future.<\/p>\n\n\n\n
But does mean that we should agree to promote every green cause or environmental suggestion, \u201cjust because\u201d. Some ideas are really dumb, including those with a green label applied. How can we tell them apart? Do we just let others decide for us, or do we think for ourselves? I reckon we should use math to check out the facts \u2013 and teach our students to do the same.<\/p>\n\n\n\n
Will Wind Farms Fix the Energy Crisis?<\/p>\n\n\n\n
A lot of environmental activists and politicians are currently promoting wind energy as the solution to global warming and the world\u2019s reliance on dirty fossil-fuel-generated energy. Are they correct?<\/p>\n\n\n\n
The answers aren\u2019t all in yet, but it is important to do some basic research, rather than just believing the promoters. There are some great sites out there with lots of information on outputs, days of output, daily averages, hourly averages, etc., which give a much better idea of what is actually happening.<\/p>\n\n\n\n
Will wind energy on its own replace other forms of electricity generation?<\/p>\n\n\n\n
Other considerations for developing an informed basis for developing an opinion could be factors that are unique to wind farming. Such as:<\/p>\n\n\n\n
- Injuries to wildlife, particularly birds and bats<\/a> \u2013 and here<\/a>. Fact sheet<\/a> from NWCC.<\/li>
- Interference with radar signals<\/a>. Report<\/a> from The Mitre Corporation.<\/li>
- Aesthetic<\/a> concerns<\/li>
- Noise pollution<\/a> for local residents<\/li>
- 100% reliance on moving air (wind), requiring backup power plants<\/li>
- Need to be shut down during strong winds<\/a><\/li>
- Accidents<\/a> and safety issues<\/a><\/li><\/ul>\n\n\n\n
This is the final podcast episode that was recorded on our trip in Europe. Future episodes will be videoed in the classroom.
<\/p>\n\n\n\nPodcast Location:
\n<\/p>\n\n\n\n - Interference with radar signals<\/a>. Report<\/a> from The Mitre Corporation.<\/li>