Solar Energy Lesson Plans

Solar Energy
Lesson Plans





Photo: Dickinson College, PA
www.dickinson.edu






© 2009 EFMR Monitoring Group, Inc.
4100 Hil sdale Road, Harrisburg, PA 17112
www.efmr.org




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Solar Energy
Lesson Plans








© 2009
EFMR Monitoring Group, Inc.
4100 Hillsdale Road
Harrisburg, PA 17112
www.efmr.org
(717)541-1101 Fax (717) 541-5487









Coordinator: Eric Epstein

Written by
Diane Little








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Contents



Background Information……………….……………………...4-5
Introduction
Solar Energy Basics
Concentrating Solar Power for Electricity
Photovoltaic Energy
Environmental Impacts

Elementary Lesson Plans
Activity 1: The Sun as our Primary Energy Resource …..6
Activity 2: Colors that Absorb Heat ...…………………..…7
Activity 3: Solar Cooking …………………………………...8
Activity 4: Researching Solar Col ectors ………….…...…9

Middle School Lesson Plans
Activity 1: Solar Energy Basics……………………….…..10
Activity 2: Comparing Solar Col ectors ..…………….…..11
Activity 3: Solar-powered Electricity ……………………..12
Activity 4: Solar Energy Timeline ………………………...13

High School Lesson Plans
Activity 1: Solar Energy and Advanced Technologies .....15
Activity 2: Creating a Solar-powered Machine ………......16
Activity 3: Solar Electricity: Potential and Generation ......17
Activity 4: The Pros and Cons of Solar Energy ...………..18

Academic Standards ……………………………………………20
Website Resources…………………………………………….20-21













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Solar Energy
Background Information


Introduction

The sun is an inexhaustible source of energy. Solar energy is radiant energy
from the sun caused by nuclear fusion in the sun’s core. The sun’s radiant energy
reaches the earth in rays of sunlight. Solar energy in the form of heat and light
sustains life on earth. Solar energy can also be col ected, stored and put to work
by converting it to pol ution-free thermal (heat) energy and electricity. Less than
1% of the world’s total electricity production comes from solar power. Current and
future technologies to harvest the sun’s energy could substantial y increase this
percentage. Interest and development of solar technology fluctuates as it
competes with the varying costs of fossil fuels.

Solar Energy Basics

The sun’s rays can only do work during daylight hours and lack of sunlight
during cloudy weather also limits solar energy use. When conditions are right, the
basic method of putting the sun’s rays to work is in passive heating. Here, no
mechanical devices are used and heat energy moves by convection in heating
homes or pools of water. Building constructions such as large windows facing the
sun contribute to passive solar power heating.

The sun’s heat energy can actively be converted to generate water and space
heating. Flat col ection plates are placed on homes and buildings to face the sun’s
rays (directed south in the northern hemisphere). The col ection plates have a
transparent covering with dark metal plates beneath which absorbs heat. The
heat is transferred to water in pipes below the plates. The heated water flows to
storage tanks and is transported to needed areas. Heated air can also be
col ected and absorbed in materials such as tiles, concrete or rock beds.
Circulating pumps and fans transport the air. Heat energy col ection and use is
limited with flat solar col ection plates. Heating systems using conventional
heating fuels are typical y used in conjunction with solar heating.

Solar energy can also be used to produce electricity through thermal conversion
or direct conversion using photovoltaics.

Concentrating Solar Power for Electricity

Advanced technologies have made solar energy more competitive with
conventional energy fuels for generating electricity. Concentrating solar power
technology produces much higher temperatures which can be used for heating
and producing electricity. Large curved mirrors are used to reflect sunlight from a
large area and focus it on a much smal er blackened area. Solar power plants use
computer-control ed sun-tracking reflectors which move to face the sun’s rays.
The sun’s thermal energy is reflected and focused on a large water boiler often on

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a tower. The fluid boils to produce steam which drives a turbine to generate
electricity. Large solar power plants use new concentrating solar power
technologies and are developing new polymer materials to replace the more
expensive glass mirrors. Concentrating solar power is the most cost effective
method to harness the sun’s energy for generating electricity.

Photovoltaic Energy

Solar cel s cal ed Photovoltaic (PV) cel s convert sunlight directly into
electricity. Semiconductor materials absorb sunlight energy and create an
unbalanced flow of electrons from one side of the solar cel to the other. The
sides are connected with a metal material which al ows the electrons to travel.
The flow of electrons produces electricity. Solar cel s are often used in smal
devises such as calculators. Numerous photovoltaic cel s can be interconnected
to produce more power.

Currently, the large-scale use of photovoltaic cel s is not economical y
competitive in the market of electricity generation. The U.S. Department of
Energy, along with non-government agencies and universities are working
together on the Solar America Initiative (SAI). Their goal is to aggressively
develop PV technologies making electricity from PV cel s economical y
competitive with conventional electricity by the year 2015.

Environmental Impacts

The quest for clean, sustainable sources of energy is becoming more popular
with the concerns over global warming. Scientific communities have determined
that carbon dioxide emissions, from the use of fossil fuels, contribute to the
greenhouse effect. Solar energy is unlimited and harnessing it for heat and
electricity produces no air or water pol ution. The development of solar energy
technologies can only help our environment by decreasing CO2 emissions and
reducing drain-off pol ution from fossil fuel power plants.

















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Solar Energy
Elementary Lesson Plans

National Science Education Content Standards: B,F
PA Academic Standards: 4.2, 4.8
Subject Areas: Science, Language Arts, Social Studies

Unit Objectives
Students wil :
1. Define solar energy as clean, renewable energy from the sun.
2. Observe and identify solar energy doing work.
3. Experiment and conclude that solar energy can be col ected for use.


Activity 1: The Sun as our Primary Energy Resource

Objective
Students wil describe and il ustrate the sun as our primary source of energy.

Materials
yel ow construction paper cut in a large circle (sun model), vegetable oil, clear
cup, internet access or resource books

Procedure
Discuss and define “energy” as the ability to do work.
Review with class that “work” is done when something moves or changes.
Potential energy is stored energy or the energy an object contains. Kinetic
energy is energy in motion or doing work. There are different forms of energy
which include (but are not limited to) heat, mechanical and electrical energy.
Fuels or energy resources are needed to produce energy.

Introduce the fuels or resources needed to produce energy. Relate how our
bodies use food as fuel to help us function or give us energy. As a class, list
types of energy resources or fuels used to produce energy: coal, petroleum,
natural gas, wind, water, solar, wood, etc. Introduce the sun as our primary
energy source. Discuss the sun’s heat and light energy as being essential for life
on earth. (Plants need sunlight to make food through the process of
photosynthesis, and animals eat plants. Heat energy is needed by plants and
animals for survival.)

Display sun model and a clear cup of oil.
Ask students which energy resource can be used up. Discuss the term,
“renewable.” Have volunteers explain the difference between renewable and
nonrenewable resources.

In addition to supplying plants and animals with heat and light, list simple
examples of solar heat energy doing work such as wet clothes drying outside,
pool water being heated, puddles drying up etc.

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Evaluation
Have students draw pictures or create mobiles that il ustrate the sun’s energy
doing work. They should draw a sun in the center with examples drawn around it.


Activity 2: Colors that Absorb Heat

Objectives
Students wil experiment and conclude that dark colors absorb more heat
energy than light colors.
Students wil determine that solar col ectors have black surfaces to absorb
more heat energy.

Materials
thermometers, cone-shaped spot lamps, smal cans (i.e. tomato juice cans)
wrapped with black construction paper and same number of cans wrapped with
white paper and secured with rubber bands), black and white paper lids with slits
cut in middle, assorted colors of construction paper, measuring cups, water
containers, data sheets, picture of solar col ector plates

Procedure A: Early Elementary
Review the sun as our primary source of energy for supplying us with heat and
light energy. Have students give examples of when they have experienced the
sun heating different objects.

Place white and black sheets of construction paper on table (or outside on a
sunny day), and have students place a spot lamp equal distances from both.
Students place ice cubes of equal size on each colored paper and turn on lamp.
Have students observe which melts faster and explain results. They should
complete three trials with the white and black papers. If time permits, al ow
students to experiment with other colors. Discuss results.

Evaluation
Students draw il ustrations to demonstrate how dark colors absorb heat faster
and cause the ice cubes to melt more quickly.


Procedure B: Upper Elementary
Discuss how heat can be measured in relative estimated terms and precise
degrees. Review how a thermometer measures temperature in both Celsius and
Fahrenheit scales. Distribute thermometers and al ow students time to determine
room temperatures and review measurements.

Divide class into groups of three or four. Distribute a set of white and black
cans, measuring cup, containers of water and cone or lab lamps to each group.
Have students pour equal amounts of water into cans and place matching colored
lids on top. Place thermometers through each lid and into center of water.


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Have them predict which color wil warm the fastest when a heat energy
source is directed at both the black and white cans. Students place lamps equal
distances from cans making sure to provide the same exposure to both. Have
students record temperatures every five minutes for fifteen minutes. Discuss
results. (The black can should heat much faster.)

Introduce solar col ection plates (See Background Information.) and discuss
the importance of using black material to absorb heat energy.

Evaluation
Students complete activity and data charts with conclusions stating that dark
materials absorb more heat energy than lighter colored materials.

Enrichment
Take students outside on a hot sunny day. Place thermometers on different
colored objects. (If viable and safe, place on the hoods of dark colored cars and
light colored cars.) Record temperatures to conclude that dark colors absorb
more heat energy.


Activity 3: Solar Cooking (on a hot, sunny day)

Objectives
Students wil demonstrate how the sun’s heat or thermal energy can be used
to do work (cook).

Materials
cast iron frying pan, aluminum pan, oil, egg

Procedure
Review previous experiment and reinforce the conclusion that black or dark
colors absorb heat energy better than light colors. Facilitate a discussion on what
would be the best colored material to absorb the sun’s heat energy.

Take students outside on a hot, sunny day. Place pans on the ground in direct
sunlight and coat the bottom of each pan with oil. Wait several minutes and have
two students each break an egg and put one in each pan at the same time.
Students observe eggs (cooking) for several minutes. Discuss results.

Evaluation
Students explain and draw il ustrations of the eggs being cooked by solar
heating.








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Activity 4: Researching Solar Collectors (upper elementary)

Objective
Students wil research and explain the basic function of solar col ectors.

Materials
pictures or samples of solar col ectors, internet access (optional) and/or
encyclopedias

Procedure
Show pictures and examples of solar col ecting devises and discuss how each
is useful. Display diagram of a basic solar air col ector and have students identify
the dark-colored absorber and glazing or cover.



U.S. Department of Energy
www1eere.energy.gov/solar/sh_basics_col ectors.html


Review with class that solar energy can be col ected and used to supply
heated air and water for buildings.

Assign individual or group research on solar power topics. Research ideas
can vary depending on grade level. Informative websites include:
www.need.org National Energy Education Development Project (NEED)
www.energy.gov U.S. Department of Energy
www.nrel.gov National Renewable Energy Laboratory
www.dep.state.pa.us PA Department of Environmental Protection

Evaluation
Describe and diagram how solar col ection plates are used to capture the sun’s
energy and provide heated air and water for buildings.
Enrichment
Take the class on a tour of a “Green Building” or one that has easily visible
solar col ectors.

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Solar Energy
Middle School Lesson Plans

National Science Education Content standards: B, E, F
PA Academic Standards: 4.2, 4.8
Subject Areas: Science, Social Studies, Language Arts, History

Unit Objectives
Students wil :
1. Evaluate solar energy as renewable, clean energy.
2. Demonstrate and explain how a solar col ector absorbs and transfers the sun’s
heat energy.
3. Create a solar col ector.
4. Determine that solar energy can be converted into electricity.
5. Research and identify developments in the history of solar power.

Activity 1: Solar Energy Basics

Objectives
Students wil identify solar energy as renewable, clean energy.
Students wil identify flat panel solar col ectors and explain how they absorb
and transfer the sun’s heat energy.

Materials
“Background Information”, diagram of flat panel solar col ector and solar hot
water heater, encyclopedias, internet access

Procedure
Review the sun as our primary source of energy (with energy defined as the
ability to do work) and Elementary Lesson #1, if needed. Direct students to write
definitions of “renewable energy” and “nonrenewable energy” and give two
examples of each. Discuss and review.

Introduce or review the process of nuclear fusion. Explain briefly as the
combining of the nuclei of atoms to release energy. (Teachers may want to
discuss the “Law of Conservation of Energy” which states that energy cannot be
created or destroyed; it can only be transformed into another form of energy.)
Have students give examples of how the sun’s radiant heat energy can be
captured and put to work.

Display diagrams of solar col ector hot water heater. Have students locate the
flat col ection plate. They may refer to the diagram to describe how solar energy
is col ected and used to heat water.


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