Partial support for this project was provided by the National Science Foundation's Course, Curriculum, and Laboratory
Improvement (CCLI) program under Award No. 0737462. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science
Foundation.
Partial support for this project was provided by the American Society for Heating, Refrigeration, and Air-Conditioning
Engineering (ASHRAE) through a Senior Projects grant. Any opinions findings and conclusions or recommendations
expressed here are those of the author(s) and do not necessarily reflect the views of ASHRAE
TEAK
Solar Energy Lesson Plan
Page 2
ACTIVITY OVERVIEW
Solar Energy Kit Overview
Do you enjoy a nice, sunny day? During this activity, you will use sunlight to do more than brighten your day!
Students will learn the difference between solar power and solar heat, and will use the sun’s energy to power
small electrical devices and create a small passive solar device to warm up a lost sled-dog racer. They will even
get to see how RIT uses solar passive heating in the new buildings that are being designed and built! NOTE: This
lesson plan has many of the same concepts and activities found in the Heat Transfer Lesson Plan. Some of
the activities are duplicated.
Activity
Time
Solar Power
20 min
Solar Heating Design
20 min
Lesson Extender: Solar Cell Model
20 min
Description
The students will be provided with a small photovoltaic cell
and an alarm clock. They will use the PV cell to run the
alarm clock, instead of the battery that is normally used.
Students will change the amount of light collected, in order
to determine optimum operating conditions.
This design scenario takes place in chilly Alaska. Stranded
by her team of dogs, Emmy is left with only a sled and some
supplies. The students must find the material that will best
help her to use the sun’s energy to stay warm.
Students act out the workings of a solar cell, by role-playing
the energy from the sun and the electrons within a solar cell.
Student movements will demonstrate how the solar cell
actually work to create electricity.
Learning Objectives
By the end of this lesson, students should be able to…
• Explain what solar energy is
• Describe the needs and limitations of solar energy
• Explain the difference between solar heat and solar electricity
• Understand the basics of solar passive design
• Work in teams to complete a design scenario
NYS Learning Standards
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to
pose questions, seek answers, and develop solutions. Students will:
• Interpret organized observations and measurements, recognizing simple patterns, sequences, and
relationships
• Discuss how best to test the solution; perform the test under teacher supervision; record and
portray results through numerical and graphic means; discuss orally why things worked or did not
work; and summarize results in writing, suggesting ways to make the solution better
Standard 4: Energy exists in many forms, and when these forms change energy is conserved. Students will:
• Describe the sources and identify the transformations of energy observed in everyday life
• Describe situations that support the principle of conservation of energy
The TEAK Project
Important Terms ..................................................................................................................................................... 4
Solar Energy Group Discussion ............................................................................................................................. 8
Solar Power Introduction ........................................................................................................................................ 9
Solar Power Group Discussion ............................................................................................................................... 9
Solar Heat Introduction ......................................................................................................................................... 15
Solar Heat Group Discussion ............................................................................................................................... 15
Solar Energy Kit ..................................................................................................................................................... 19
Group Discussion ................................................................................................................................................. 20
Solar Activity Handout .......................................................................................................................................... 23
Solar Activity Handout (ANSWERS) ................................................................................................................... 24
Keeping Heat In Design Activity ........................................................................................................................... 25
Keeping Heat In Desing Activity (ANSWERS) ................................................................................................... 26
INSTRUCTOR PREPARATION GUIDE
Important Terms
Solar Energy
Solar energy is radiant energy from the sun that reaches the Earth. This radiant energy can be collected and
converted into other forms of energy, such as heat and electricity. Solar energy is found all over the Earth, which
makes it the most abundant energy source. While sunlight is readily available during the day, one of the
drawbacks of solar energy is that it isn’t available at night. Also, weather patterns can affect the amount of
sunlight that reaches the Earth’s surface.
Solar Heat
Solar heat is the collection of solar energy to heat, air or a fluid. There are two types of solar heat collection:
active and passive. Active solar heating requires solar energy to be collected in a fluid, and then the heat is
transferred directly to a living space or storage system. Radiant floor heating is an example of this system. An
antifreeze solution is piped through collectors on the roof of a building, where the sun’s heat is absorbed. The
antifreeze solution is then pumped through pipes in the (concrete) floor of a room. The heat in the antifreeze is
transferred into the concrete and then into the air of the room, heating it up. Passive solar heating doesn’t require
the use of mechanical and electrical devices to move the heat. An example of passive design can be seen in a
house with large, south facing windows (in the Northern Hemisphere). In the room(s) where the large windows
are, there also has to be material to absorb the heat. Such materials can be concrete, tile, or a water container.
When the sun shines into the room, the material absorbs the solar heat. All the heat that is stored is then slowly
released into the room, therefore keeping it at a steady temperature. The way the overhang of a house is designed
is important too. The overhang will allow the sun into the large windows during the winter, when heat is needed,
and keep the sun out during the warm summer months.
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TEAK
Solar Energy Lesson Plan
Page 5
Solar Power
Solar power is the result of turning solar energy into electricity. Solar power is generated through
collecting the sun’s rays in a PV panel, and then the cells in the panel convert the energy into electricity.
Solar power can be used to run anything that needs electricity, from ovens to lights to TVs. While PV panels
are most commonly seen on individual homes and businesses, companies in very sunny areas are
beginning to create solar power generating plants.
These plants are made up of acres of PV cells that
generate electricity for the surrounding areas.
One challenge with this, however, is the fact that the energy
can’t be stored for nighttime usage. One solution that is being studied is the storage of the sun’s energy in
tanks of molten salt. While this technology is not yet proven, it shows that there is great potential for solar
power plants that can produce energy around the clock.
Photovoltaic (PV) Cells
Photovoltaic cells, or solar cells, capture solar energy and convert that energy into electricity. A PV cell captures
energy by using the energy from the sun’s rays to try and bump an electron off the solar cell. The electron that
was bumped then forces the electrons in front of it to move, causing a chain reaction known as current. A single
cell produces only a small amount of energy, so the cells are usually combined into larger groups known as
panels. Multiple solar panels can then be combined into larger groups called arrays. The ability to change the
number of cells/panels in a grouping allows for the size of the system to be customized.
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TEAK
Solar Energy Lesson Plan
Page 6
Solar Panel Orientation
As with solar passive design, solar panels should face south when being used in the Northern Hemisphere. They
also need to be mounted at an angle in order to maximize the amount of sunlight they can capture (therefore
maximizing the amount of electricity they produce). For general applications, such as mounting on the roof of a
house, the panels should be placed at an angle equal to the latitude at which the house is located. For more
advanced applications, the solar panels can be mounted on moving brackets that change their angle based on the
sun’s location throughout the day. This is typically done in large-scale solar power plants to maximize their profit.
Solar Passive Design
Solar passive design uses the energy from the sun to regulate the systems of a house or building without
the use of active systems, such as pumps or fans. Solar passive design is complex, and requires detailed
planning to lay out the building in a way that will be functional for both solar and living purposes. The
design of the house/building uses large, south facing windows, thermal mass, and natural heat transfer to
keep the interior at a comfortable living temperature (as discussed in the Solar Heat section, above). While
there is more that goes into solar passive design besides south facing windows, it is one of the most
recognizable characteristics of a solar passive house/building.
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TEAK
Solar Energy Lesson Plan
Page 7
Solar Energy
DURATION
55-65 Minutes
CONCEPTS
Solar Energy
Solar Energy Usage
Solar Heat vs. Solar Power
Photovoltaic Cells/Panels
PV Orientation
Solar Passive Design
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TEAK
Solar Energy Lesson Plan
Page 8
SOLAR ENERGY INTRODUCTION
Background Information
Solar energy is radiant energy from the sun that reaches the Earth. This radiant energy can be collected and
converted into other forms of energy, such as heat and electricity. Solar energy is found all over the Earth, which
makes it the most abundant source of energy. While sunlight is readily available during the day, one of the
drawbacks of solar energy is that it isn’t available at night.
Simplified Definitions
•
Solar Energy
o Solar energy is radiant energy from the sun that reaches the Earth.
o This radiant energy can be collected and converted into other forms of energy, such as heat and
electricity.
Solar Energy Group Discussion
(Pose the following questions to the group and let the discussion flow naturally…try to give positive
feedback to each child that contributes to the conversation.)
Q: How is solar energy used?
•
•
•
•
•
To heat buildings, homes, water
To light buildings, homes
To generate electricity using PV panels/cells
To cook food (especially while in remote areas/areas without electricity)
The sun's energy also keeps the Earth at a temperature to support life.
Q: What are the benefits of solar energy?
•
•
•
•
Solar energy is always there during the day.
Solar energy is free.
Solar energy does not create any sort of pollution when it creates electricity.
Can be more correct answers than the ones listed.
Q: What are the disadvantages of solar energy?
•
•
•
The battery technologies around today are not efficient at storing the energy created.
Solar energy cannot be harvested at night or during cloudy days.
Can be more correct answers than the ones listed.
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Solar Energy Lesson Plan
Page 9
SOLAR POWER INTRODUCTION
Simplified Definition
Solar Power
• Solar power is the conversion of the sun’s energy into electricity.
• The result of changing solar energy into electricity.
• Solar power refers to any energy that is harvested from the sun’s light.
Photovoltaic (PV) Cells
• Photovoltaic cells, or solar cells, capture solar energy and convert that energy into electricity.
Solar Power Group Discussion
(Pose the following questions to the group and let the discussion flow naturally…try to give positive
feedback to each child that contributes to the conversation.)
Q: How do you think solar power can be used?
•
•
•
•
•
•
To run a furnace to heat homes/buildings
To cook in an oven
To run lights
To run appliances (TV, stereo, computer, etc…)
To run anything that requires electricity
There can be more correct answers than the ones listed.
Q: What do you think some disadvantages of using a PV cell could be?
•
•
•
•
Solar power can’t be generated at night.
The current photovoltaic cells only capture about 12% of the light that shines on their surface. And of
that 12% only a small amount is actually useable as electricity.
Storage methods are not efficient.
If the PV cell gets blocked (by clouds, snow, etc…) they will produce less electricity.
Q: Do you think solar power could be stored to use at night time? How?
•
•
•
Yes, solar power can be stored.
The energy is most often stored in rechargeable batteries.
o These batteries need to be able to be charged over and over.
New technologies are being developed to store solar power at night
o Example: Storing the sun’s heat in tanks of molten salt during the day and using the heat to make
electricity at night
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TEAK
Solar Power Activity –20 Minutes
Solar Energy Lesson Plan
Page 10
Learning Objectives
By the end of this exercise, students should be able to…
• Understand the concept of solar power
• See/understand how photovoltaic cells convert sunlight into electricity
• See the difference between ideal and non-ideal solar catching conditions
Materials
Each group gets:
• (1) Solar panel
• (1) Alarm clock
• (2) Alligator clips
Other materials:
• (3) Clip lamps
• (1) Surge Protector
• (3) Laminated Test Layouts
• (3) Multi-meters
Procedure
(For instructor’s purpose only...DO NOT have students help with this)
1. Room Arrangement
This activity requires 3 working stations. They all need to be around a central location so that the power
cords will reach.
a. Design A
The activity was designed and tested with the clip lamp attached to the back of a chair and the
materials set up on a table. This setup allows the students to see what is happening and to easily
manipulate the activity.
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Solar Energy Lesson Plan
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b. Design B
If the desks and chairs cannot be moved, using only chairs is a suitable alternative.
2. Clip Light Arrangement
Make sure that the clip lamps are set up facing away from each other so that they don’t interfere with
other groups’ thermal crystals.
a. Attach the clip lamp to the back of the chair.
3. Structure Arrangement
a. Place one test layout at each workstation. Make sure that the layout is in proper position, and then
tape it down. The structures/solar panels will go in the labeled boxes on the test layout.
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Solar Energy Lesson Plan
Page 12
4. Shade Orientation
The orientation of the lampshade is critical.
a. Place a K’NEX structure in the labeled box on the test layout. The face of the lamp needs to be
parallel to the red rods on the K’NEX structure. While it doesn’t have to be perfect, use the
structure to get the shade as parallel as possible.
b. Another way to get the shade in proper position is to make sure that there is just enough room
between the silver clamp arm and the lampshade to fit your fingers.
c. Make sure that the shades are tightened so they don’t slide.
Safety Precautions
The lamps get very hot! Instruct the students NOT to touch the lamps for any reason. They should ask for
assistance if they need to adjust their lamp. The lamps are very bright! Instruct students NOT to look
directly into the light.
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Solar Energy Lesson Plan
Page 13
Procedure
1. Have the students help move desks/chairs to create three workstations.
2. Give a kit and an activity handout to each group.
3. Have the students work in their groups to answer the questions on the top of the handout.
a. While the groups are doing this, the instructor should set up the three clip lamps (making sure that
each lamp is set up to allow enough working space for two groups). The instructor should attach
each lamp to the surge protector, and plug it in (making sure to switch it off). The instructor
should also set up a test layout at each test station. See Setup Procedure for more details.
4. Tell the students that their answers to the warm-up questions will be answered by the activity.
5. Assign each group to a clip lamp. Have the groups bring all their materials to their assigned lamp and take
everything out of the kit box.
Read the instructions to the students step by step. Have a different student perform each step. Have
students raise their hands after they complete a step so the instructor knows to move on.
6. Take everything out of the kit box.
7. Attach the alligator clips to the wires on the solar panel.
8. Attach the clip of the red wire to the red wire on the alarm clock. Attach the clip of the black wire to the
black wire on the alarm clock.
9. INSTRUCTOR: Flip the switch on the surge protector to turn on the lamps.
10. Place the solar panel in Box 1 on the test layout. Make sure it is in position A. Also, make sure that the
alarm clock is positioned to the side/behind the solar panel.
11. Observe the numbers on the alarm clock. Do the numbers completely light up? Write any observations in
the table on the activity handout.
12. Change the solar panel to positions B and C and repeat step 11.
13. Place the alarm clock in Box 2 on the test layout. Make sure it is in position A. Also, make sure that the
alarm clock is positioned to the side/behind the solar panel.
14. Observe the numbers on the alarm clock. Do the numbers completely light up? Write any observations in
the table on the activity handout.
15. Change the solar panel to positions B and C and repeat step 14.
16. Put the solar panels back into position A. Complete the action table by performing each action and
observing what happens to the clock.
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Solar Energy
Lesson Plan
End Solar Power
Activity
Page 14
17. Now the 2 groups at each station will have to work together! Take one group’s solar panel and alligator
clips. Attach the clips to the test leads on the multi-meter (make sure colors match). Make sure the panel
is in position A.
a. INSTRUCTOR: Go to each group and check that the wires are attached properly and turn the
multi-meter to the 20V setting.
18. Put the solar panel in between the two Box 2’s (so that it is centered on the test layout).
19. Read the voltage off the multi-meter and record it in the Box 2 table.
20. Switch the solar panel to positions B and C and repeat step 19.
21. INSTRUCTOR: Switch off lights.
22. Answer the three questions on the bottom of the handout.
***Keep solar panel/clock setup together because it will be used in the next activity.
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Solar Energy Lesson Plan
Page 15
SOLAR HEAT INTRODUCTION
Simplified Definition
Solar Heat
•
Solar heat is the collection of solar energy to heat air or a fluid
Active Solar Heating
•
Active solar heating requires solar energy to be collected in a fluid and then the heat is transferred directly
to a living space or storage system.
•
Uses mechanical devices (fans and pumps) to move the air/fluid.
Passive Solar Heating
•
Passive solar heating does not require the use of mechanical and electrical devices to move the heat.
Solar Heat Group Discussion
(Pose the following questions to the group and let the discussion flow naturally…try to give positive
feedback to each child that contributes to the conversation.)
Q: Can anyone think of an example of active solar heating?
•
•
Solar pool heater
o The pump moves the water through a black panel or black tubing, allowing the sun to warm it
before going back into the pool.
Solar hot water heater
o Same concepts as pool heater except that the water goes into a hot water tank in the basement of
the house.
Q: Can anyone think of an example of passive solar heating?
•
•
A home with large glass windows that face south (in the Northern Hemisphere)
o These windows allow sunlight to heat the home. If a home is insulated properly, the heat gained
from passive heating can be contained within the house for a long time.
A car sitting in the sun
o The windows of a car allow the sun’s rays to get in, but the heat can’t escape.
Q: Do you think solar energy can be used to cook food?
•
•
YES!
A solar oven utilizes the greenhouse effect.
o Energy from the sun shines through the glass of a solar oven.
o The inside of the oven is a black metal, which absorbs the energy and changes it to a different
frequency.
o The glass does not allow the heat energy at the new frequency to come out.
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Solar Heating Design A
ctivity
– 20
Minutes
Solar
Energy
Lesson
Plan
TEAK
Page 16
Learning Objectives
By the end of this exercise, students should be able to…
• See how light rays can be turned into heat by using thermal crystals
• Work together to complete a design activity
• Better understand the concept of passive solar design
Materials
Each group gets:
• (1) K’nex structure
• (1) Bag of materials
• (2) Thermal crystals
• (1) Solar Panel/Clock Setup
Other materials:
• (3) Clip lamps
• (1) Surge Protector
• (3) Laminated Test Layouts
Setup Procedure
•
**See Solar Power Activity**
Safety Precautions
The lamps get very hot! Instruct the students NOT to touch the lamps for any reason. They should ask for
assistance if they need to adjust their lamp. The lamps are very bright! Instruct students NOT to look directly
into the light.
Procedure
1. Have the students return to their groups. Pass out a structure, test materials bag, and activity handout to
each group.
2. Read through the design scenario with the students. Make sure that everyone understands the activity.
3. Have the students take the materials out of the bag. As a group, they should decide on three materials that
they think best meet the design criteria. They should write their materials in the table on the activity
handout.
a. While the groups are doing this, the instructor should make sure that the workstations are still set
up correctly. The angle of the lampshade should especially be checked, since the shades can to
move fairly easily.
4. Have the students bring their structure, materials, and thermal crystals to their lamp.
5. The instructor should remind the students that the lamps get hot, and they are not to touch them for any
reason.
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Solar Energy Lesson Plan
End Solar Heating
Design Activity
Page 17
Read the instructions to the students step by step. Have a different student perform each step. Have
students raise their hands after they complete a step so the instructor knows to move on.
6. Record the color of the room temperature thermal crystal. When the lamp is turned on, all students will
need to watch the thermal crystals and see the order in which they change colors.
7. Place the thermal crystal in the structure box on the test layout.
a. (This is done with no insulation so the students can see how the crystals change color.)
8. INSTRUCTOR: Flip the switch on the surge protector to turn on the lamps, and then count to 15. When
15 seconds are up, flip the switch back off.
9. Record the color of the heated crystal.
10. Put the K’NEX structure in the appropriate box on the test layout.
11. Put a thermal crystal into the structure.
a. (Make sure that the students hold the crystals on the sides, so as to transfer as little heat as
possible to them.)
12. Put a material onto the structure. It should be resting on the green pegs and leaning back against the
incline.
a. INSTRUCTOR: Quickly walk around to make sure that all materials are leaning against the
structure so that the thermal crystal will be covered.
13. Put the solar panel into Box 1 on the test layout. Make sure the clock is to the side/behind the solar panel
and in a place where the numbers can be read.
14. INSTRUCTOR: When everyone is ready, flip the switch to turn the lights on and remind the students not
to look into the light. Start the timer/watch the clock when the lights are switched on.
a. When the lights are flipped on, have one student from each group watch the clock. When the
clock changes to the next minute, they should let their group know that one minute is up. The
teacher will be timing also to make sure that each material isn’t being tested for much more than
1 minute (a little over is ok).
15. INSTRUCTOR: When (approximately) one minute is up, turn the lights off.
16. Remove the material from the K’NEX structure and look at the color of the thermal crystal.
a. (This needs to be done quickly, so that the crystal doesn’t start to change colors.)
17. Record the color of the thermal crystal.
18. INSTRUCTOR: Repeat steps 11-16 so the students can test their other two materials.
a. It may be necessary to repeat the experiment a 4th time, in case groups mess up on one of their
tests.
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Solar Energy Lesson Plan
Page 18
Concluding Discussion
Q: What material do you think is best to keep the heat in Emmy’s shelter?
•
•
Sandwich Bag
Tarp
Q: Why do you think these materials worked best?
•
•
They are clear and plastic, so they allow radiation in but don’t let heat escape.
They are not reflective (like the wrapper) so they allow radiation through them.
Q: Did you expect these materials to work best? Why or why not?
•
Can be whatever answer the think is correct.
Q: Do you think the idea of trapping radiation/heat is used in engineering today?
•
•
YES! Passive Design
Engineers and architects use large windows that face the sun to heat up buildings in the winter. The
buildings include special overhangs to allow the sun to come in during the winter and to keep it out
during the summer.
Q: If you were going to build a structure to try to keep heat out, which materials would work best? Why?
•
•
Insulated foil because the air filled pockets disrupt the heat transfer and the reflective surface keeps
radiation from getting through.
The energy bar wrapper because it reflects the radiation rays away.
Trouble-Shooting Guide
1. Crystals turn color without being touched.
a. If the classroom is warm, the crystals may show “warmer” colors without being touched.
2. The crystals aren’t turning the color ranges described on the handout answer key
a. Make sure the structure is in the box on the test layout.
b. Make sure that the test layout is positioned correctly.
c. Make sure the lamp is angled down so that it is aiming at the structure.
d. Make sure the students are checking the thermal crystal color promptly after the light is turned
off.
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Solar Energy Lesson Plan
Page 19
SOLAR ENERGY KIT
Lesson Extender
DURATION
20 Minutes
CONCEPT
How a PV Cell Works
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Solar Cell Modeling Activity –15 Minutes
TEAK
Solar Energy Lesson Plan
Page 20
PV CELL INTRODUCTION
Background Information
Photovoltaic cells, or solar cells, capture solar energy and convert that energy into electricity. A PV cell captures
energy by using the energy from the sun’s rays to try and bump an electron off the solar cell. The electron that
was bumped then forces the electrons in front of it to move, causing a chain reaction known as current. A single
cell produces only a small amount of energy, so the cells are usually combines into larger groups known as
panels. Multiple solar panels can then be combined into larger groups called arrays. The ability to change the
number of cells/panels in a grouping allows for the size of the system to be customized.
Simplified Definition
•
Photovoltaic (PV) Cells
o Photovoltaic cells, or solar cells, capture solar energy and convert that energy into electricity.
o They use the energy from each ray of light to try and bump an electron off the solar cell.
o When the bumped electron moves, it forces the electrons in front of it to move too. This starts a
chain reaction known as current
Group Discussion
(Pose the following questions to the group and let the discussion flow naturally… try to give
positive feedback to each child that contributes to the conversation)
Q: Think back to the PV cell you used earlier. Did you see any moving parts on it?
•
•
NO!
The reaction happens inside the cell
Q: Where do you think the electricity is made?
•
•
Inside the cell
Layers of materials help to separate the protons from the electrons
Learning Objectives
By the end of this exercise, students should be able to…
• Model and understand how a solar cell, or PV cell, actually works.
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End Solar Cell Modeling Activity
Solar Energy Lesson Plan
Page 21
Materials
•
•
•
Relatively open area
40 foot rope – white and blue
o 10 knots 2 feet apart (the rest is unknotted)
o Ends knotted together to form a circle
Yellow rope
o Ends knotted together
Procedure
1. Split the students in half.
a. One half will be photons (energy from the sun) in the sun.
b. The other half will be electrons within the photovoltaic cell.
2. Mark out the areas for the sun (yellow rope) and photovoltaic cell (multicolored rope).
3. Have the students stand in their positions along the ropes.
a. The photons will be within the circle representing the sun.
b. The electrons will stand along the knots in the PV cell.
4. Explain the following:
a. A photon will walk and join with the first electron inside the PV cell. This gives the electron
energy and allows it to move.
b. The photon and electron pair move together towards the next electron and then tag them. They
stay at the knot while the second electron goes to the next and tags them. This tagging continues
until the energy reaches the last student on the knotted part of the rope.
c. That student then activates the load on the circuit (rings a bell, or calls out an electric device).
d. Once the bell is rung, have the class chant “Hurray for Solar Energy!”
e. The electron continues to move along the circuit until they reach the first knot (that has been
emptied now).
f. Another photon leaves the Sun and the movements are repeated again (photon and electron pair
up, move down the rope, tag the next electron, tagging continues until bell is rung, electron
travels back to the PV cell, etc)
Activity Extenders
•
•
Simulate a cloudy day.
The last electron calls out the name of an electrical device that they are powering. Each device can only
be named once.
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Solar Energy Lesson Plan
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Concluding Discussion
Q: What do you think would happen to the electrons on a cloudy day?
•
They would move slower because there is less solar energy to push them along
Q: Think of all the electronics you use in your daily activities. Is it possible to use photovoltaic cells to
power some of these? Why or why not? How could this be done?
• Yes, it is possible to use PV cells to power electronics
Q: The PV cell that was used in the first activity only gave off a couple volts of electricity, even in its
optimum operating conditions. How do you think engineers make panels that produce more electricity?
• Make the panels larger
• Combine smaller PV cells to make a large PV panel
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Solar Energy Lesson Plan
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SOLAR ACTIVITY HANDOUT
Solar Panel Positions
Position A: Angled
Position B: Flat
Position C: Vertical
Warm-up Questions
1. Do you think that changing the angle that the solar panel is at will change the amount of voltage it
produces? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Do you think that covering part of the solar panel will change the amount of voltage it produces? Why or
why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
Data Tables
Solar Panel Box 1
Solar Panel Box 2
Did the numbers light
Did the numbers light
Position
Position
Voltage
up? How much?
up? How much?
A
A
B
B
C
C
Action Table
Action
Did the numbers stay lit? Did they dim?
Cover part of the solar panel
Cover half of the solar panel
Cover all of the solar panel
Did you notice a difference of the clock when the solar panel was moved from Box 1 to Box 2?
___________________________________________________________________________________________
Why do you think the voltage changed when the solar panel position changed?
___________________________________________________________________________________________
What things do you think affect how much electricity is produced by a solar panel?
___________________________________________________________________________________________
The TEAK Project
Rochester Institute of Technology
TEAK
Solar Energy Lesson Plan
Page 24
SOLAR ACTIVITY HANDOUT (ANSWERS)
Warm-up Questions
1. Do you think that changing the angle that the solar panel is at will change the amount of voltage it
produces? Why or why not?
Yes, changing the angle will change the voltage. When the solar panel is angled so that its face is
perpendicular to the rays of the sun, it will collect the most rays and therefore produce the most
energy.
2. Do you think that covering part of the solar panel will change the amount of voltage it produces? Why or
why not?
Yes, covering part of the panel will change with amount of voltage. Since the entire surface can
absorb the sun’s rays and change them to current, having less surface area will produce less
electricity. The same thing happens if snow or leaves cover the panel or clouds block the sun.
Solar Panel Box 1
Solar Panel Box 2
Did the numbers light
Did the numbers light
Position
Position
Voltage
up? How much?
up? How much?
Only the time
All of the numbers light Largest
A
A
illuminates
up (looks like 88:88)
voltage
B
Only the time
illuminates
B
All of the numbers light
up (looks like 88:88)
Smaller
voltage
C
Only the time
illuminates
C
All of the numbers light
up (looks like 88:88)
Smaller
voltage
Action
Did the numbers stay lit? Did they dim?
Cover part of the solar panel
The numbers should stay lit
Cover half of the solar panel
The numbers should stay lit
Cover all of the solar panel
The numbers should NOT stay lit
Did you notice a difference of the clock when the solar panel was moved from Box 1 to Box 2?
• In box 1, the clock numbers were illuminated so the time was shown and was easy to read.
• In box 2, the clock numbers were all lit up (so it looks like 88:88) and the time could not be read.
This is because more voltage (electricity) was being produced by the solar panel than the clock
needs to run, causing more than the time to illuminate.
Why do you think the voltage changed when the solar panel position changed?
• The voltage changed because the solar panels are most efficient when the solar rays hit them
perpendicularly (draw a diagram to illustrate).
• When the rays don’t hit that panel straight on, like in positions B & C, the voltage decreases.
What things do you think affect how much electricity is produced by a solar panel?
• The angle the solar panel is positioned at
o Seen by using the multi-meter to measure voltage in the different positions
• The intensity of the sun
o Seen by moving the solar panel from box 1 to box 2
• If the sun is being blocked by anything
o Seen in action table
The TEAK Project
Rochester Institute of Technology
TEAK
Solar Energy Lesson Plan
Page 25
KEEPING HEAT IN DESIGN ACTIVITY
Location:
Ruby, Alaska
Time of Year:
Winter
Time of Day:
9:00 am
The Story:
Emmy is a 25 year-old engineer, who has decided to compete in the IDITAROD dogsled race for the first time.
She has gone dog sledding many times but never on her own. The IDITAROD is a very stressful race, and Emmy
is trying to remember everything that she needs to do. On the 13th night of the race, Emmy and her dogs camp out
in the town of Ruby. In the morning, Emmy gets up, packs her gear, and hooks the dogs to the sled. They begin
their journey to the next town, only along the way something goes terribly wrong! Emmy’s dogs come unhooked
and run on without her! Emmy is stranded! The temperature is only 1°F, and Emmy knows she needs a way to
stay warm until someone can come help her. All she has around her is her sled, the supplies she packed, and a
few sticks she can gather from the woods.
Her Supplies:
• A map
• A sandwich bag
• A t-shirt
• An energy bar wrapper
• A tarp
• Sticks
The Challenge:
Use Emmy’s supplies to make a shelter that will keep the cold Arctic snow out, but let the sun warm her up!
Thermal Crystal Data:
Color
Approximate Temp. (°F)
Black
76-77
Red
77-79
Light Green
79-81
Dark Green
81-83
Blue
83-85
Design Tables:
Unprotected Crystal
Color
Material
Color
NOT in the Light
In the Light
The TEAK Project
Rochester Institute of Technology
TEAK
Solar Energy Lesson Plan
Page 26
KEEPING HEAT IN DESING ACTIVITY (ANSWERS)
Design Tables:
Unprotected Crystal
Color
NOT in the Light
Black/Light Red
In the Light
Dark Blue
Material
Color
Sandwich Bag
Dark Blue
Tarp
Dark Blue
Sticks
Blue to Black Rainbow
Map
Dark Green/Blue
T-shirt
Red/Light Green
Wrapper
Black/Light Red
Insulated Foil
Black
** Colors of the students thermal crystals may vary based on testing error.
The TEAK Project
Rochester Institute of Technology
TEAK
Solar Energy Lesson Plan
Page 27
IMAGE SOURCES
[1] Photovoltaic Cell. 2007. Florida Solar Energy Center. JPEG file.
http://www.fsec.ucf.edu/en/consumer/solar_electricity/basics/how_pv_cells_work.htm
[2] Five Elements of Passive Solar Design. 2013. Energy Trace Webzine. JPEG file.
http://www.energytrace.com/article10-5.htm
[3] PV Solar Panel. 2013. Beijing Shenzhou Guoneng. JPEG file.
http://szgnsolar.com/blog/2013/05/07/pv-solar-panel-serving-vital-role-in-human-life/
[4] Solar Power Molten Salt. 2007. Greener News Word Press. JPEG file.
http://greenernews.files.wordpress.com/2009/07/solar_power_molten_salt.jpg
[5] How a Photovoltaic Cell Processes Sunlight. 2013. ActewAGL. JPEG file.
http://kids.actewagl.com.au/education/energy/RenewableEnergy/SolarEnergy/HowSolarCellsWork.aspx
[6] Darling, David. Active Solar Heating System. 2012. David Darling. JPEG file.
http://www.daviddarling.info/images/active_solar_heating_system.gif
[7] Solar Cell. 2008. Gaszappers. JPEG file.
http://www.gaszappers.com/wp-content/uploads/2008/08/solar_cell.png
[8] Passive Design. 2008. Netspeed Energy Efficient Building Case Studies. JPEG file.
http://www.netspeed.com.au/abeccs/newington/Newington%20Images/passive%20design%20.jpg
The TEAK Project
Rochester Institute of Technology
TEAK
Solar Energy Lesson Plan
Page 28
REVISIONS
Date
11/5/2009
3/12/2013
Changes Made
Changes Made By
Changed activities and procedures, added
activity and instructor preparation guides,
updated general information
Updated formatting. Added table of contents and
work cited page. Fixed grammar and syntax
issues.