Plugging Into the Sun

Unit Plan

Unit Summary

This hands-on construction project gets students cooking during a solar energy science unit. The class study begins by acting out the Earth's rotation around the sun to see how that causes shadows. Students conduct several investigations of the Earth's position and shadows with compass and thermometer measurements and observation. They research the dilemma of using fossil fuels and how solar energy might solve this problem. Students work as engineers, and their task is to build a solar cooker that can successfully cook an egg. If this works, it may be the basis for more exploration on using solar energy as an alternative to fossil fuels. Students display their learning in multimedia presentations or newsletters.

At a Glance

• Grade Level: 6-8

• Subject: Earth, Physical Science

• Topics: Solar Energy, Heat Transfer, Fossil Fuels, Energy Conservation

• Higher-Order Thinking Skills: Decision Making, Evaluation, Analysis

• Key Learnings: Conduction, Convection, Radiation, Insulation, Reflection, Solar Cooking

• Time Needed: 5-10 weeks, 2-hour lessons, 1 or 2 times per week

Things You Need

Assessment plan

Content Standards and Objectives

Materials and Resources

Mobile Learning

Mobile apps, reviewed by professional educators for related instructional content.

Android

• Energy Usage

• Solar Challenge

iOS*

• Solar Panels Suitability Checker

Windows*

• Energy Save

• Physics for Kids

• Singularsoft Energy

Standards Alignment

This unit is aligned to Common Core State Standards and Next Generation Science Standards.

• Transfer of Energy

• 5.PS3, MS.PS3: Energy; MS.PS4 Waves and their Applications in Technologies for Information Transfer

• Abilities of technological design, Understandings about science and technology

• 5.PS4 Waves and their Applications in Technologies for Information Transfer; 5.ESS3 Earth and Human Activity

• Science and technology in society

• MS-ESS3 Earth and Human Activity

Curriculum-Framing Questions

Essential Question

• What causes people (scientists) to consider new alternatives to solve problems?

Unit Questions

• Why should solar energy be considered as an alternative to fossil fuels?

• How can you design a device that will transfer the sun's energy for a useful purpose?

Content Questions

• What are the factors that limit solar heat transfer?

• What effect does solar energy have on different materials, and how can we make use of these effects?

• How is heat transferred?

• How does the Earth's rotation and the sun's position affect heat and temperature on Earth?

Assessment Processes

View how a variety of student-centered assessments are used in the Plugging Into the Sun Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures

Prior to this unit:

• Review the terms and general concepts in the background information document

• Ensure students know how to use a compass and a thermometer

• Confirm that students have experience transferring math skills into a science context

• Verify that students know how to research and document information on the Internet

• Select student volunteers for sessions 7 through 9 (as described later in this unit plan)

Session 1

Begin by asking the students the Essential Question, What causes people (scientists) to consider new alternatives to solve problems? Students can brainstorm in groups and reflect on what causes scientists to develop new inventions and find alternatives. Ask students, What would happen if we always did things the ways they have always been done? Students also reflect back on this question at the end of the project.

Begin with a project introduction slideshow, and follow the presentation with a class discussion framed around the following questions:

• How can you design something that will transfer the sun's energy for a useful purpose?

• How does a conventional oven cook food? (Probe for and develop two ideas-oven cooking requires a heat source and an insulated box that holds heat. A temperature gauge is a helpful additional feature.)

Develop the ideas of solar cooking further by posing the following questions:

• Some say an egg can be fried on a sidewalk on a hot day. Is this true?

• Has anyone tried it?  

• How hot would it have to be to cook an egg?

As a class demonstration, cook an egg in a small custard cup in a standard preheated 350ºF toaster oven. Rest a meat thermometer in the egg and determine the internal temperature. While it's cooking, discuss whether radiant heat (heat transferring through space), conduction heat(heat transferring from direct contact with heat source), or convection heat (heat transferring through moving, heated air) is cooking the egg. When the egg is deemed cooked, read the thermometer. (Note: An egg is cooked when its internal temperature reaches 160ºF. Do not measure oven temperature.)

Introduce the following challenge: Students work as engineers, and their task is to build a solar cooker that can successfully cook an egg. If the cookers work, it may be the basis for more exploration on using solar energy as an alternative to fossil fuels. Tell students that they must develop a rationale for the use of solar energy based on research and address the question, Why should solar energy be considered as an alternative to fossil fuels?

Sessions 2 and 3

Have students meet in groups to determine the features they think their solar cooker will need to meet the challenge.

Reconvene and teach about reflection and absorption of the sun's rays. Discuss the reasons why an egg most likely cannot be cooked on a sidewalk, and have students further refine the necessary features of solar cookers. Discuss answers to the question, What effect does solar energy have on different materials, and how can we make use of these effects?

Next, using the student's criteria and a set of print and electronic resources you provide, instruct students to begin evaluating a variety of solar cooker designs. Circulate around the room as groups work, taking anecdotal notes.

During the last 10 minutes, have students respond in their science journals to Questions 1 and 2 on the sheet. Review the journals and provide further instruction as necessary.

Session 4

Instruct groups to choose a preliminary solar cooker design from their Internet research. Tell them to be prepared to defend their choice.

Using Question 3 from the probing understanding sheet, have each group develops a short paper describing how the design of their oven relates to its function. This could be framed as a defense of the design they chose as compared to an oven design they rejected.

Session 5

Have students read their papers to the class, and, informed by the discussion, make their final design selection.

Prior to constructing the designs, have students sketch their designs in journals, labeling each feature and describing its function.

Session 6

Develop the concepts of heat transfer relating to radiant, convection, and conduction heat. Tell students to use this information when choosing the method of cooking they want to use (baking, broiling, boiling, or frying; in shell or out of shell).

Have each group assign tasks within their group and begin collecting materials. Pose Question 4 from the probing understanding sheet. Again, review the journals and modify instruction as necessary.

Sessions 7 through 9

Provide ample time for students to construct their cookers.

During these days, have students investigate the effects of the Earth's rotation and the sun's position on heat and temperature on Earth by completing the finding north activity, using the shadow plot procedures.

Have students respond to Question 5 from the probing understanding sheet.

Session 10

Spend one period troubleshooting cookers and measuring interior temperatures. Students should create a chart or graph of temperatures and corresponding times. The temperatures can be compared to a temperature guide for foods found in their research.

Using Question 6 from the probing understanding sheet, ask students to interpret a solar cooker graph. Later, their data can be graphed using spreadsheet software. This activity, along with the shadow ploy procedures, helps students fine-tune the function of their oven, and choose the time and position for cooking.

Conference with students to help answer any questions they have and to probe for understanding of the concepts they have encountered any difficulty with.

Session 11 (or the next sunny day)

Cook-Off! Students use their solar cookers to cook eggs.

Take lots of conventional, digital, and video images! Safety precaution: If eggs are eaten, make sure they have been cooked to at least 160ºF and are consumed immediately after cooking.

Sessions 12 through 14

Explain that students will now share their learning in a project.

In small groups or pairs, have students develop a slideshow presentation, brochure or newsletter.

Distribute the project checklist to help students keep track of their progress. Inform students that all projects should include:

• Rationale for design choice and reasons why a person would want to use solar energy over fossil fuels

• One or more digital photos of the cooker, preferably in stages of development

• Graph showing oven temperature over time plus a caption interpreting the graph

• Discussion of the process and results (introduction, process, troubleshooting, challenge results, and final thoughts)

• Citation for cooker design and other information

Provide the solar rubric and review with students to help ensure they understand the assessment criteria before they start to work.

Session 15

Conduct a class discussion on the Essential Question, What causes people (scientists) to consider new alternatives to solve problems? Students should be more enlightened on the factors that cause scientists to explore new solutions to problems.

Ask students to write responses to Questions 7 through 9 on the probing understanding sheet.

Prerequisite Skills

• Experience using a compass to orient objects on Earth

• Familiarity using a thermometer to monitor temperature change in a variety of materials

• Skill in applying mathematics in the context of science

• Basic keyboarding and computer navigation skills (including opening and saving documents, launching programs, documenting research, and finding information on the Internet)

Differentiated Instruction

Much of this work can be done at a variety of academic levels. As needed, partner students for computer work with technically skilled students.

Special Needs Student

• Team the student with stronger readers

• Allow the student to dictate journal entries or test answers

• Narrow assignments to the most important features

• Allow the student to make selection from multiple choice answers or respond orally rather than production and essay responses on probing understanding questions

• Ask support personnel for assistance

• Provide a daily outline of tasks to aid organization and work completion

Gifted/Talented Student

• Provide opportunities for extended activities, such as constructing a more complex parabolic cooker, studying atomic fusion as it relates the sun's energy, or studying how microwaves agitate molecules to heat food

• Present the problem of storing solar energy and have students investigate solutions

Nonnative Speaker

• Provide visual models when possible

• Ask for translation help from more proficient bilingual students

• Ask ELL support personnel to develop a two-language glossary of terms to aid vocabulary development

• Allow written work to be completed in the student's native language for later translation

Credits

Marge Stembel of Garrett Park, Maryland participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.

Background: From the Classroom in Washington DC, United States

Appendix A: Assessment Plan

Assessment Timeline

Before work begins

• Brainstorm

• Anecdotal Notes

Students work on project and complete tasks

• Prompts

• Journals

• Conferences

• Solar Rubric

• Project Checklist

After Project

• Solar Rubric

• Reflection

Assessment is ongoing throughout the course of study. Assessment is based on journal responses to the probing understanding questions and the final media project. Students use the solar rubric to self-assess the project. Use the same rubric to assess final presentations. The project checklist helps students plan and then keep track of their progress on the project they choose. After a class discussion, assess student understanding through written responses to the final questions from the probing understanding sheet.

Appendix B: Content Standards and Objectives

Maryland Standards

• Give examples that show that energy can warm a substance  

• Describe the observable effect of energy, such as heating and cooling  

• Describe heat properties of different materials  Give examples of materials that conduct heat energy better than others  

• Explain that heat energy moves from a warm object to a cooler object by contact or at a distance until they reach the same temperature

American Association for the Advancement of Science (AAAS) Project 2061 benchmarks

• The sun is the main source of energy for people, and they use it in various ways.  

• The energy in fossil fuels such as oil and coal comes from the sun indirectly, because the fuels come from plants that grew long ago.  

• Some energy sources cost less than others, and some cause less pollution than others.

• People try to conserve energy or use renewable sources of energy in order to slow down the depletion of energy resources and/or to save money.

Student Objectives

Students will be able to:  

• Apply scientific knowledge of heat transfer and solar energy: convection, conduction, and radiation  

• Develop a rationale for the use of solar energy based on research  Explain how solar energy is the basis of natural energy on Earth  

• Evaluate models and incorporate features into their own design  

• Accurately use scientific instruments when conducting experiments  

• Collect, organize, display, interpret, and draw conclusions from experimental data  

• Compare and contrast the use of fossil fuels versus solar energy

Appendix C. Materials and Resources

Printed Materials

Asimov, Isaac. (1981). How did we find out about solar power? New York: Walker and Company.

Brooke, B. (1992). Solar energy. New York: Chelsea House. Catherall, Ed. (1982). Solar power. New Jersey: Silver Burdett Company.

Gadler, Steve, and Wendy W. Adamson. (1980). Sun power facts about solar energy. Minneapolis, MN: Lerner Publications.

Hufbauer, K. (1991). Exploring the sun: Solar science since Galileo. Baltimore, MD: Johns Hopkins University Press.

Spence, M. (1993). Solar power. New York: Gloucester Press.

Internet Resources

Solar Energy Resources

• The Sun: A Multimedia Tour

http://www.michielb.nl/sun/

A variety of sun facts with pictures and videos  

• The Nine Planets: A Multimedia Tour of the Solar System

http://nineplanets.org/

Overview of the history, mythology, and current scientific knowledge of each of the planets in our solar system  

• Newton's Apple, Solar Energy Activities http://www.newtonsapple.tv/TeacherGuide.php?id=1544

Explains how the sun is used for power from a historical perspective  

• U.S. Department of Energy

www.eere.energy.gov/

Solar energy, solar cells, solar water collectors, and solar heating principles  

• Zoom’s Astronomy: The Sun

www.enchantedlearning.com/subjects/astronomy/sun

Explains Earth’s orbit, temperature of the sun, nuclear energy, and the age of the sun; includes sun activities and offers ideas for studying solar exploration  

• Exploratorium

www.exploratorium.edu/science_explorer/sunclock.html

Explains the changing shadows caused by Earth's revolution on its axis and how to make a sun clock

Solar Cooker Designs

• PBS Kids: Zoom

http://pbskids.org/zoom/activities/sci/solarcookers.html

Provides instructions for creating a solar cooker  

• The Solar Cooking Archive

http://solarcooking.org/plans

Pictures of solar cookers and examples

For the Teacher

• University of Exeter: School of Physics

http://newton.ex.ac.uk/teaching/CDHW/egg/

Science of cooking an egg, background information for teachers, and graphs for students  

• U.S. Department of Energy, Solar Basics http://www.eere.energy.gov/basics/renewable_energy/solar_resources.html

General information about the use of solar energy  

• Solar Cookers International

http://solarcooking.org

A newsletter format that includes directions for solar cookers

Other Resources

• FOSS Science Kit "Solar Energy" or similar materials for solar study

Technology - Hardware

• Computers to research solar energy and fossil fuels, input data, prepare graphs, and develop multimedia presentations  

• Printer to print results and brochures

• Projection system to show teacher-created slideshows to prepare students for their tasks and also to show how to use spreadsheet and publishing software  

• Digital camera to take pictures of solar cookers to put into multimedia presentations

Technology - Software

• Spreadsheet software to conduct data analysis of solar-cooker experiments  

• Presentation software to develop slideshow presentations that communicate processes and results of solar energy experiments and research  

• Desktop publishing software to create newsletters to educate others about the process of harnessing solar energy

Appendix D: Background Information

Solar energy: The sun's energy relies on nuclear fusion, which is an atomic reaction in which the centers of atoms (nuclei) of one kind combine together to make a larger atom of a different kind. One result of this bashing together is the release of a great amount of energy. In the sun, hydrogen is converted to helium. In solar atomic fusion four hydrogen nuclei join together to form a single helium nucleus.

Heat: Heat is the energy associated with the random motions of the atoms or molecules (or even smaller units) that compose matter. Heat causes substances to rise in temperature, fuse, evaporate, expand, or undergo various other related changes.

Cold: Cold is the absence of heat, nothing more. This is an important point! When you chill something, you don't "add" cold, you "subtract" heat.

Heat Transfer: Conduction, convection and radiation are the three ways in which heat is transferred from one place to another.

Conduction: Conduction is the transfer of heat through matter, particle by particle. Molecules move when heated, and collide with one another. As a result of the collision, energy and momentum are exchanged and transferred from one particle to another, in effect transferring heat.

Convection: Convection is the transfer of heat through the movement of gases or liquids ("fluids"). This circulatory movement occurs when a nonuniform temperature exists in a fluid. Warmer, less dense fluid is pushed away from the source of heat by cooler, denser matter. The moving fluid carries energy with it. Currents in the ocean form due to convection, with water at the equator gaining more heat from the sun than water at the poles. Weather patterns develop in direct relation to these ocean currents - witness the El Niño and La Niña patterns related to changes in current flow, due to cooling and warming in the Pacific Ocean.

Radiation: Radiation is the transfer of heat that does not require matter in transmission. It is energy traveling as electromagnetic waves.

The Laws of Thermodynamics: These laws describe the system of heat energy. They encompass these (and other) ideas: Energy is never created or destroyed, but is converted from one form to another. At times, energy dissipates and it is hard to measure, but it is never "lost." Heat energy flows in one direction, from warmer matter to cooler, until equilibrium is struck. Also, when energy is transferred or transformed, part of energy assumes a form that cannot pass on any further.

The Egg on the Sidewalk Dilemma: The problem with cooking an egg on the sidewalk is that even direct sunshine on an egg isn't enough to cook it, nor is the stored heat of the sidewalk underneath. Further, the air around the egg is constantly changing, so any heat in the warming egg and sidewalk is constantly diffused in convection currents. Conversely, in a solar cooker solar energy is reflected by shiny panels, and is bounced and concentrated into the oven where it is absorbed as heat in the egg. Further, if the inside of the oven is insulated, the air around the food will heat up, aiding the cooking of the egg.

Appendix E: Probing Understanding

Pose these questions after instructional activities relating to each. Students write responses in their science journals.

Prior Knowledge

Start with students reflecting and brainstorming thoughts to the Essential Question, What causes people (scientists) to consider new alternatives to solve problems?

Session 3

1. How can you use light or dark materials to make your cooker work well? (Use highly reflective panels to direct light into the oven, paint the oven box flat black to absorb heat, and so on.)

2. How do different materials absorb or reflect the sun’s heat (glass, plastic, metal)?

Session 4

1. Work in teams and complete one group essay. Describe the features of your solar cooker and explain how these features help the cooker work well. Or, compare your cooker design to another. Compare the basic features and explain why you chose the one you did. (Answers should include the reflective and absorptive features of the cooker designs.)

After Session 6

1. Explain how you can use solar energy to cook an egg with each method of heat transfer—conduction, radiation, and convection. (Answer should demonstrate an understanding of these terms in relation to heat transfer.)

After Session 9

1. What are some factors that limit the use of solar energy? (For example, cloud covering, weather, terrain, storing the energy, Earth’s position in relation to the sun, and so on.)

After Session 10

1. Look at the solar cooker temperature graph. If you only had 10 minutes to cook an egg, when would you choose to cook it? (Correct answers may vary, but the best results would occur when a steady heat is achieved, anytime after 10:45 a.m.)

At the End of the Unit

1. Tell two ways solar energy can be used as an alternative to other energy sources. (Solar energy can be used for cooking, heating, and running small appliances, such as watches and calculators. Solar energy can be absorbed by photovoltaic cells and converted into electricity.)

2. Do you think solar energy can replace fossil fuels? Why or why not? (Answers will vary.)

3. Reflect back on the Essential Question—discuss.

Appendix F: Shadow Plot Procedures

Students make a shadow plot to determine north/south direction so they can “aim” their solar cookers at the sun in an optimal position. Demonstrate these procedures to help students arrange their shadow plots correctly.

Each Group Needs:

• One large sheet of poster-size paper or newsprint (even newspaper will work)  

• One pencil to act as a gnomon (it’s best if all pencils used are the same length)  

• Builder’s level  

• Small cardboard box or ball of clay to hold the gnomon  

• Sunny location (free from shadows)  

• One black marker  

• Rocks, books, or building blocks to keep paper flat

Procedures

1. Starting as early as possible on a sunny morning, select a flat space to work outdoors. Secure the gnomon (pencil) in the clay or box. Place it on flat ground and use the builder’s level to make sure the gnomon is exactly perpendicular to the ground.

2. With the base on the ground and the gnomon pointing straight up, look for its shadow. In the morning, the shadow points west. (A compass can help you find magnetic north for closer precision.) Place the paper under the gnomon, positioning it lengthwise east to west. The gnomon base should be set at the center bottom (south) edge of the paper (see illustration). If for any reason the study might be interrupted during the day (making reassembly necessary), trace around the paper in chalk.

3. Trace the gnomon base on the paper to ensure constant position throughout the day.

4. At equal intervals (at least hourly), draw a dime-sized dot around the top of the shadow cast by the gnomon. Write the time near the circle each time a measurement is taken.

5. At the end of the day, draw a line connecting the circles. (At a later time, talk about what this arc describes.)

6. Using a ruler, determine which shadow length is shortest by measuring from the dots to the base of the gnomon.

Depending on daylight savings time and where your school is within its time zone, the shortest shadow should occur between 11:00 a.m. and 1:00 p.m. The hour around the short shadow time is the optimum cooking time, because the sun’s rays are most direct at that time. Whether students can cook during this period or not, the shadow plot will help students “aim” their solar cookers for optimal exposure to the sun.

Note: These shadow plots can be saved and used over time to show seasonal change. Merely use a different color to represent each season when drawing circles.

Appendix G: Solar Energy Project Checklist

We are completing a: ___ Presentation    ___Brochure   ___Newsletter

Our Project Tasks

Our project will be completed by __________________________.

Appendix H: Solar Energy Rubric

Name  __________________________ Group _________________________

Medium Chosen: ____ Multimedia Slideshow ____Newsletter or Brochure

Medium

___ Multimedia Slideshow

___ Brochure or Newsletter

Comments:

Journal Entries

Comments:

Appendix I: From the Classroom

Seasoned and Still Eager

Marge Stemble has been teaching for thirty years, the last ten at Garrett Park Elementary School, on the outskirts of Washington, D.C. A third of the students in Marge's fifth-grade class come from foreign countries. Children from Southeast Asia, Russia, India and Latin America make for a rich cultural mix that Marge finds exciting. "I love it," she says, "You can name practically any country and I've had a student from there." Marge enjoys working with her fifth grade teaching team, too. "It's great. We don't team teach but we plan together. Everyone shares the load in planning the fifth grade program." The work pays off in many ways; Garret Park fifth graders have won their share of awards in state technology competitions.

An Early Adopter

When Commodore PET computers appeared on the scene around 1980, Marge Stemble and her students jumped right in and started programming in BASIC. Today Marge is adjusting to her fourth computing platform, and aids her students in the creation of integrated multimedia science projects on new Dell computers.

Marge credits her facility with changing technology to a persistent interest that started when computers first appeared in schools. Explaining her adaptability, she says, "I've been at it this a long time, and I can draw on the store of experiences I've had to understand some of the broader principles of computing. These help me solve problems as I work with new technologies. I'm a risk taker, too, and I'm not afraid to risk failure when I try something new."

This self-assurance spills into her daily teaching. Marge says she's rarely taught the same thing twice in the same way. "Teaching is a constant process of refinement," she says, "I'll teach something new knowing it won't be perfect the first time. I monitor and adjust my teaching all the time".

Children Lead the Way

Marge remembers the early days of school computing, when she'd take new equipment or software home and set her children to figuring them out while she cooked dinner. After the meal, they'd teach her how her new technology worked so she could put it to use the next day.

Though her own kids are grown, things haven't really changed much. Now it's Marge's students who often lead the way. "I'm always surprised what kids teach me. For instance, I'll pass by a computer and see a student using some feature of the equipment or software that I wasn't aware of. I'll say 'How did you do that!' and they teach me, with real pleasure. We're really all in this together, with the students teaching themselves, each other, and me."

Adapting Curriculum

Rewriting her solar energy curriculum with a technology twist was both an academic and practical decision. Marge taught this science topic for several years, and even with constant refinement, she was never satisfied with the results. It was apparent from assessment during the lessons that her students weren't learning fundamental concepts such as the motion of the earth around the sun. "I could rotate on my axis in front of the class all day and they still weren't getting it," she relates, "I'd try drawing, acting, explaining, and using models, and I'd still have only two kids who could show where a shadow would fall at 2:00 p.m." Her fifth graders saw the topic as being simple and worthy of little effort, while Marge knew it was fundamental, and pretty hard to grasp. "I decided if I applied technology to the problem I'd have yet another means for addressing the content. Also, the interactive nature of computers sustains attention better, so students put in the concentrated effort it takes for deeper understanding."

Practical considerations carried weight, too. Marge has her full year's curriculum laid out in advance, so she knows the order that computer skills that need to be developed. "In the fall we do solar studies in groups, and students learn technology skills they'll apply later in their individual engineering projects."

Problem Solving

Like any "hands-on, minds-on" enterprise, the solar cooking challenge comes with its share of problems to be solved. From selecting a design to final cooking, students learn that asking the right question is both a first and frequent step in working like a scientist. Which design is best? Where will we get the materials? How does insulation work? Why isn't this thing heating up faster? Whether the design challenge is met by some or all, the students in Marge's class have anchored their learning in significant, memorable work. They might even be able to tell you where a shadow falls at 2:00 p.m.

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