Running A Car

45 Minute Lesson

NJ Standards

5.2.12.E.2 – Objects undergo different kinds of motion (translational, rotational, and vibrational).
5.1.12.D.2 – Science involves using language, both oral and written, as a tool for making thinking public.
5.1.12.D.1 – Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small group work.

NJ Standard / Goal / Evidence
5.2.12.E.2
5.2.2.E.2 / Students will be able to design a vehicle that uses rotating wheels for translational motion. / Students will be able to construct a solar car where energy is provided to a spinner that will enable the wheels to rotate. Subsequently the rotating wheels will move in a linear motion.
5.1.12.D.1
5.1.12.D.2 / Students will be able to discuss engineering design principles that relate to the construction of solar powered vehicles. / Students will be able to communicate the benefits and disadvantages of prepackaged construction kits.

Resources

Student Use: Pitsco Pre-Packaged Solar Car Construction Kit

Pre-Requisite Knowledge

  • Translational and Rotational Kinematics
  • P & N Junctions

Real World Applications

  • Energy Sources – Renewable Energy Sources
    Students can learn about renewable energy sources and how they may be connected to convert into useful kinds of energy, particularly electrical energy. Understanding circuits may aid in understanding how light from the Sun may be converted into electrical energy in a solar cell.
  • Vehicular Construction
    Pitsco kits are pre-prepared to construct a basic vehicle that will operate with a power source. Students can see the most basic principles that go into building a vehicle and expand further to arrive at more modern designs.

Potential Difficulties

  • Students may rely too much on construction kits and not be able to reason as to why there are certain components put together in order to create the vehicle.
  • Students may have a hard time wiring the solar cell to the spinner.

Lesson Description

  1. Opening (5 minutes)
    Have a brief discussion on the current world affairs of energy. How much energy does it take to operate all the cars in the United States of America? Students may be surprised to hear some surprising statistics about fossil fuels that make up primary energy costs today. Wouldn't it be great if there were alternatives to fossil fuels? What are some alternatives?
    [Solar, Wind, Geothermal, Nuclear]
    Today, continuing in our study of motion we will construct solar powered vehicles.
  2. Building a Solar Powered Vehicle (15 minutes)
    Students will be given a Pitsco Solar Car Construction Kit to construct their solar powered vehicles. They will construct their cars indoors before going to test them outdoors in sun (weather withstanding).
  3. Solar Powered Discussion (15 minutes)
    Are there any things you can do differently to improve your car using only the package. Have students in groups discuss the drawbacks of pre-packaged construction kits. What are some benefits?
    Have groups discuss solar energy, what are benefits and disadvantages of solar energy? How can it be harnessed. What kind of engineering principles can be used to design solar powered devices?
    [Many students may think of electrical or mechanical, though chemical and other disciplines may be considered]
    Where do students see solar power being used right now and is it a feasible substitute for fossil fuel?
  4. Reflection (10 minutes)
    Students reflect on why there is a need for alternative renewable energy sources and how they can apply it to current energy using devices and processes.

Time Table

Activity / Time Duration (Clock) / Students doing / Teacher doing
A – Opening / 5 minutes (0:05) / Discussion / Discussion
B – Building a Solar Powered Vehicle / 15 minutes (0:20) / Building and testing / Presenting materials
C – Solar Powered Discussion / 15 minutes (0:35) / Discussion / Discussion
D – Reflection / 10 minutes(0:45) / Class discussion / Discussion

Formative Assessment

How will you connect the solar cell to the spinner such that it will operate? / Students will need to know how to connect circuits in order to connect the solar cell and the spinner to form an electric circuit.
How can you get all four wheels to spin with only one spinner? / Basic car design may come into question here. Students without instructions may have difficulty getting all four wheels to spin. If they use one gear to spin one wheel connected to another in an axle they will gain insight into how these model cars can work.
What are benefits and drawbacks of solar energy? / Solar energy is extremely abundant but is not fully efficient (no where near it, in fact), can greatly depend on area and time due to needing concentrated sunlight. Also, there is a high upstart cost to being able to generate low amounts of energy. That is why it is such a widely studied renewable energy source right now.
Homework / Purpose
Have students identify and bring in If possible, a solar powered device. Discuss if this device has its energy needs met practically with solar power or if it supplements it. Students will have a discussion in regards to solar powered devices in our community and how far we have come from relying on fossil fuels. / This assignment is for students to become more aware of their surroundings, particularly in the way of energy reformed devices. Furthermore students may identify with the current energy crisis and with ways to reduce energy.