Science of Solar Energy Class Syllabus

Teacher Contact

Instructor: / De Ann Karl / Phone: / 916-749-5897
5th Grade Teacher
TwinRivers Unified School District / E-mail /

Greetings! I am looking forward to exploring solar energy with you this week. I have been teaching fifth and fourth/fifth grade students at WestsideElementary School in Rio Linda, California, for five years. I am a graduate of CSU Sacramento and the Solar Schoolhouse. I also have certificates in Differentiated Instruction and Gifted and Talented Education. I am also a TRUSD 21stCenturyLearningAcademy participant. If you visit my class webpage you can see some of the explorations and projects my students have done. You can find some of our favorite web links, including solar resources on my class wiki

Cautions and Hints for Solar Scientists

  • Never look directly at the sun, even with sunglasses on!
  • Use shadows to find the sun.
  • Wear sunglasses.
  • Slather on the sunscreen.

Course Description

Scientists are needed to solve the energy problem. Most of the fuels in use cause pollution and are being depleted. In contrast, the sun provides a clean renewable source of energy.

In this course, students will explore the science of solar energy through experimentation. Students will construct solar angle quadrants and azimuth finders to gather and analyze data. Working collaboratively, they will share and record information for scientific investigations. Students will analyze data and design and construct a solar box oven (which they can take home and reuse) to harness the sun’s energy to cook. Working in teams, students will design, build, and test a model racer that convert’s the sun’s radiant energy to electricity using photovoltaic cells to power a motor. Laboratory activities will be mostly outdoors, so slather on the sunscreen, grab your sunglasses, and let’s get tomorrow’s scientists working on discoveries to solve the energy problem.

Course Objectives

By the end of this course, students should be able to:

1.explain that the Sun, an average star, is the source of nearly all energy for life

2.identify and demonstrate forms of energy and energy transformations

3.demonstrate how the amount of UV radiation varies in differing conditions of sun and shade

4.diagram a solar powered system that converts solar energy to electricity

5.use appropriate tools to locate and investigate the sun

6.develop descriptions, explanations, predictions and models

7.works collaboratively to collect, share, and record information for a scientific investigation

8.works collaboratively to support a team in which all members are free to reach, explain, and justify their own individual conclusions

Grading

Student achievement will be assessed using the attached rubric. On the rubric, the 3 column approximates grade level standard and translates to the letter grade B. Achievements that exceed grade level standard correlate to the 4 column on the rubric and translate to the letter grade A. Students’ grades at the end of the session will be a compilation of the achievement in all 4 categories identified on the rubric.

Homework

Homework is described in the daily schedule. It is estimated to take 15-30 minutes. Also, any incomplete assignments from the class session are to be completed before the next session.

Daily Schedule

  • Day 1 - The Sun - the source of nearly all our energy

Introduction

What is the Sun?

Locating the Sun – Make a sun angle quadrant and a solar azimuth finder

Make a model of the Sun - game

Steps of the Scientific Method

Ultra Violet Light - UV beads exploration

Make another model of the sun

Homework: How Much Sun Do you Eat? p. H-1

Read Science Journal page listed below.

Team 1 - “Solar Energy” p. 13

Team 2 - “We Use Solar Energy” p. 14

Team 3 - “Heat” p. 15

Team 4 - “Solar Energy is Important” p. 17

Team 5 - “Wind” p. 18

Team 6 -“Solar Energy is Renewable” p.19

Team 7 - “Fossil Fuels” p.20

Bring a box or two for your solar oven (optional)

Remember to bring your sun angle quadrant and azimuth finder

  • Day 2 - Radiant Energy

Energy Bingo

Energy from the Sun

Electromagnetic Spectrum

Measuring radiant energy that has changed into heat - thermometers

Ice Cube Race

Radiation Cans Exploration (conversion of radiant energy into heat)

Solar Oven Construction

Homework:Solar Scavenger Hunt p. H-3

Read “Solar Energy Can Make Electricity” p. 39

Remember to bring your tools to class

  • Day 3 - Photovoltaic (PV) Cells and Electricity

Complete solar oven construction

Solar Cell Simulation Game

Photovoltaic Cells Exploration

Your Solar Home - Photovoltaic

Solar Oven Baking

Team Design of Solar Racer

Homework: What’s Cooking? p. 33

Solar Energy Vocabulary p. 53

Remember to bring your tools to class

  • Day 4 – Photovoltaic (PV) Cells and Motors

Design and Build Team Solar Powered Racers

Solar Power Modules Construct Series and Parallel Circuits

Homework: On My Street / Remember When p. H-6 – H-10

Remember to bring your tools to class

  • Day 5 - “Photo Finish” (Photovoltaic that is!)

Complete Team Solar Racer Construction

Photos

Solar Energy “Photo” Print

Solar Vehicle Races

Optional Investigations and Projects

Going Further

Additional Information

Dates: Monday, July 25, 2011 through Friday, July 29, 2011

Times: 9:30 AM - 12:00 PM

Location: ARC Room 1007

Learning Rubric - Science of Solar Energy

ScoreLevels / Exemplary (4) / Proficient (3) / Developing (2) / Emerging (1)
Knowledge /
  • Science Journal and assignments are all complete in neat, organized manner.
  • Demonstrates knowledge of the topics outlined in the class objectives through using the vocabulary, documenting investigations and designing and building a solar oven, team racer and simple series and parallel circuits.
/
  • Science Journal and assignments are complete in acceptable, legible manner. May have 1 or 2 missing or incomplete items.
  • Explains / demonstrates most items in column (4)
/
  • Most Science Journal entries and/or assignments are complete and legible.
  • Explains / demonstrates several items in column (4)
/
  • Some Science Journal entries and/or assignments are complete and legible.
  • Explains / demonstrates some items in column (4)

Experimental Inquiry /
  • Develops questions and prepares a well written hypothesis.
  • Always conducts careful investigations.
  • Consistently follows written instructions for a scientific investigation.
  • Fully and accurately explains the results.
/
  • Develops questions and writes hypotheses
  • Usually conducts careful investigations, following written instructions, always supporting the work of others.
  • Explains results in detail.
/
  • Shows attempts to write questions and hypotheses.
  • Participates and supports investigation process.
  • Provides some explanations of results
/
  • Writes some questions and hypotheses.
  • Some evidence of supporting the investigation process.
  • Minimal explanation of results.

Interaction /
  • Present at all times
  • Takes great care to listen to others’ ideas with respect.
  • Asks pertinent questions, makes relevant suggestions, and offers creative ideas.
/
  • Usually present and attentive
  • Interaction with the group is usually constructive and supportive.
/
  • Occasionally present and/or attentive
  • Beginning to interact with others in a cooperative manner. There are times of disengagement and/ or disruption.
/
  • Rarely present or attentive
  • Finds it difficult to attend to group discussions; tunes out or disrupts others.
.
Contribution /
  • Participates in the formulation of, and commits to shared goals for the group
  • All tasks are completed on time, with quality result and appropriate support given to others.
/
  • Actively takes part in group discussions and offers ideas.
  • Tasks are completed on time with acceptable quality.
/
  • Usually takes part in group discussion only as a response to directed question.
  • Tasks are usually completed though the greater focus on quality contribution would produce higher quality result.
/
  • Seldom takes part in group discussion.
  • Tasks are incomplete or completed poorly.

Syllabus Parent /Student Signature Sheet

Parent/Guardian, I look forward to partnering with you in the education of your child. It is important that you be well informed and therefore an active participant in the educational experience of your son or daughter. My mission is for each student to have a fun, meaningful learning experience. Thank you for reading the appropriate course syllabus. Please sign below and have your son/daughter return this page tomorrow.

Class: Science of Solar Energy

Student Name(Print):______

Student Signature:______

Date:______

Parent Signature: ______

Date:______

Learning Rubric - Science of Solar Energy

ScoreLevels / Exemplary (4) / Proficient (3) / Developing (2) / Emerging (1)
Knowledge /
  • Science Journal and assignments are all complete in neat, organized manner.
  • Demonstrates knowledge of the topics outlined in the class objectives through using the vocabulary, documenting investigations and designing and building a solar oven, team racer and simple series and parallel circuits.
/
  • Science Journal and assignments are complete in acceptable, legible manner. May have 1 or 2 missing or incomplete items.
  • Explains / demonstrates most items in column (4)
/
  • Most Science Journal entries and/or assignments are complete and legible.
  • Explains / demonstrates several items in column (4)
/
  • Some Science Journal entries and/or assignments are complete and legible.
  • Explains / demonstrates some items in column (4)

Experimental Inquiry /
  • Develops questions and prepares a well written hypothesis.
  • Always conducts careful investigations.
  • Consistently follows written instructions for a scientific investigation.
  • Fully and accurately explains the results.
/
  • Develops questions and writes hypotheses
  • Usually conducts careful investigations, following written instructions, always supporting the work of others.
  • Explains results in detail.
/
  • Shows attempts to write questions and hypotheses.
  • Participates and supports investigation process.
  • Provides some explanations of results
/
  • Writes some questions and hypotheses.
  • Some evidence of supporting the investigation process.
  • Minimal explanation of results.

Interaction /
  • Present at all times
  • Takes great care to listen to others’ ideas with respect.
  • Asks pertinent questions, makes relevant suggestions, and offers creative ideas.
/
  • Usually present and attentive
  • Interaction with the group is usually constructive and supportive.
/
  • Occasionally present and/or attentive
  • Beginning to interact with others in a cooperative manner. There are times of disengagement and/ or disruption.
/
  • Rarely present or attentive
  • Finds it difficult to attend to group discussions; tunes out or disrupts others.
.
Contribution /
  • Participates in the formulation of, and commits to shared goals for the group
  • All tasks are completed on time, with quality result and appropriate support given to others.
/
  • Actively takes part in group discussions and offers ideas.
  • Tasks are completed on time with acceptable quality.
/
  • Usually takes part in group discussion only as a response to directed question.
  • Tasks are usually completed though greater focus on quality contribution would produce higher quality result.
/
  • Seldom takes part in group discussion.
  • Tasks are incomplete or completed poorly.