Solar Energy

1
Solar Energy

• AMSTI
• 5th Grade
• Year Two Science Training

2
Introductory Activity

• With the people at your table,
• discuss how the sun affects our lives.
• Use chart paper to record your thoughts.
• Try to use words and illustrations
• in your response.
• Be creative!

3
Shadow Play

• Discussion questions
• What is a shadow?
• What do you need in order to have a shadow?
• Do you have one all the time?
• What would happen to your shadow if you stood in
  the same spot all day?

4
Question

• How does your shadow look at different times of
  the day?

5
Hypothesis/Prediction

• Throughout the day, I predict that my shadow
  looks

6
Plan/Procedure

• For this activity, we will be going outside, and
  you will be working with a partner.
• Each pair will need to spread out so their
  shadows are not overlapping. Also, think about
  buildings and trees that might overshadow the
  spot where you are working throughout the day.
• Take turns tracing each others shadow. Write
  your name and the time of day inside your shadow.
• We will repeat this process 2-3 more times
  throughout the day.

7
Results/Data

• Record the changes your observe in your shadow.

8
Results/Data

• Your shadow changed in two ways
• Shape (what it looks like)
• Orientation (direction it points)

9
Conclusion

• In complete sentences, explain the following
  question
• Why did your shadows change shape and orientation?

10
Vocabulary

• Shadow -
• the dark area created by an object that blocks
  light
• Orientation -
• a position or arrangement in relation to another
  position or location

11
Content and Inquiry

• How did you create a shadow when you were
  outside?
• How did your afternoon shadow compare to your
  morning shadow?
• Why did your shadow change shape and orientation?

12
Content and Inquiry

• 1. How did you create a shadow when you were
  outside?
• Opaque objects, like bodies, block light from the
  
• Sun, creating a shadow behind the object.
• 2. How did your afternoon shadow compare to
  your morning shadow?
• The shape and orientation of shadows change
• as the day progresses.
• 3. Why did your shadow change shape and
  orientation?
• The orientation and shape of outdoor shadows
• change because the position of the Sun
• changes continuously.

13
Shadow Tracking

• Discussion questions
• When you know the location of the light source,
  like this ruler, where will its shadow fall?
• Can you use a shadow to predict the position of
  the Sun?

14
Question

• How can you tell where the Sun is by looking at a
  shadow?

15
Hypothesis/Prediction

• I predict that I can use a shadow to tell the
  position of the Sun by

16
Shadow Trackers

• Materials Needed
• Piece of cardboard
• Tape
• Shadow Tracker sheet
• Golf tee

17
Shadow Trackers

• Procedure for Construction
• Tape the Shadow Tracker sheet to the piece of
  cardboard. Make sure that the bottom of the
  sheet is level against the bottom of the
  cardboard.
• Glue a golf tee on the circle at the intersection
  of the N-S and E-W lines.
• Wait for the glue to dry.

18
Shadow Trackers

• Using the Shadow Tracker
• Place the tracker on level ground in the sun.
• Use a compass to orient the tracker north-south.
  Draw a chalk line around it.
• Observe the shadow cast by the golf tee. Mark
  the tip of the shadow with a dot.
• Write the time by the dot.
• Repeat steps 3-4 every hour.

19
Using A Compass

• When we get outside, your group will need to
  orient your Shadow Tracker and compass, making
  sure the N-S line on the sheet aligns with the
  N-S line on the compass. Use tape to stick the
  compass to the compass rose on the Shadow
  Tracker.
• Remember, the painted end of the compass always
  faces north. Place the compass dial over the
  needle, lining up the center circles. Line the
  dial up so that north matches the north end of
  the needle.

20
Plan/Procedure

• For this activity, we will be going outside, and
  you will be working with a partner.
• Orient your Shadow Tracker and compass, then tape
  the compass onto the compass rose.
• Trace the outline of your Shadow Tracker.
• Record a dot at the top of your first shadow and
  write the time.
• Repeat step 4 every hour throughout the day.

21
Results/Data

1. Did every group get a similar pattern?
2. What would happen if we went out tomorrow and did
   the same thing? Why?

22
Conclusion

• In complete sentences, explain the following
  question
• How can you tell where the Sun is by looking at
  your shadow?

23
Shadow Tracking Extension

• When I turn the lights in
• the classroom off, use a
• flashlight to reproduce the
• shadows recorded on your
• Shadow Tracker.

24
Vocabulary

• Compass -
• an instrument used to determine direction the
  needle in a compass always points to magnetic
  north
• Sun -
• a star around which Earth and other planets
  revolve it furnishes heat, light, and energy
• Direction -
• the course or line along which something moves,
  lies, or points

25
Vocabulary

• Revolve/Orbit -
• the path, usually an elliptical shape, one object
  takes around another
• Rotate -
• to rotate on a center point
• Axis -
• the line, usually imaginary, around which an
  object, like Earth, rotates

26
Content and Inquiry

• 1. How can you tell where the Sun is by
• looking at a shadow?
• 2. Why did the shadows change as the day
  progressed?

27
Content and Inquiry

• 1. How can you tell where the Sun is by looking
  at a shadow?
• The Sun is always on the opposite side of the
  object creating the shadow.
• 2. Why did the shadows change as the day
  progressed?
• The Suns position in the sky changes. The
  higher the Sun in the sky, the shorter the
  shadows are.

28
Question

• How does the thermometer act when placed in the
  Sun, then in the shade?

29
Hypothesis

• When a thermometer is moved from the
• sun to the shade,
• I predict it will

30
Vocabulary

• Thermometer -
• A thermometer is a thin glass tube filled with
  colored alcohol. As the alcohol warms, it
  expands and travels up the tube. When the
  alcohol cools, it contracts and goes back down
  the tube. To use the thermometer, you put the
  bulb in the fluid (liquid or gas) to be measured
  for temperature.

31
Using A Thermometer

• With your group, complete the following
  activities
• Determine the temperature at your desk.
• Find a location in the room that is warmer.
• Find a location in the room that is cooler.

32
Using A Thermometer

• Discussion questions
• What is the best way to hold a thermometer to
  measure the room temperature?
• How long does it take for the alcohol in the tube
  to reach the temperature of its surroundings?

33
Thermometers in the Sun and Shade

• Each group will need to construct the following
  tool to collect temperature measurements in the
  sun and shade
• Tape the Thermometer in the Sun and Shade sheet
  to a piece of cardboard.
• Tape the thermometer to the sheet.

34
Results/Data

• Each group will record their data on their
  Thermometer in the Sun and Shade sheet, but you
  will also need to copy the chart in your lab
  notebook.
• When we get back to the classroom, we will
  calculate the temperature changes.

35
Results/Data

1. At what elapsed time was the temperature the
   highest? Lowest?
2. What happens to the temperature outside when the
   Sun goes down?

36
Conclusion

• In complete sentences, explain the following
  question
• How does the thermometer act when placed in the
  sun, then in the shade?

37
Vocabulary

• Thermometer -
• A tool to measure temperature
• Elapsed time -
• The difference between a starting time and an
  ending time

38
Content and Inquiry

• What did you observe about temperatures in
  sunlight and shade?
• Temperature in the sunlight is usually higher
  than temperature in the shade.

39
Question

• What will happen when the Earth materials, sand,
  dry soil, wet soil, and water, are placed in the
  sun, then in the shade?

40
Prediction/Hypothesis

• For this activity, each group will test a
  different Earth material, then we will share our
  results.
• I predict the Earth material, __________, will
  ____________________________ as it moves from the
  sun to the shade.

41
Heating Earth Materials

• Discussion questions
• What will happen to these Earth materials when
  they are placed in the sun?
• Will the temperature change be the same in all
  materials?
• What will happen when they are placed in the
  shade?

42
Heating Earth Materials

• Preparing for the measurements
• Put 100 ml of your Earth material in the clear
  disk.
• Cover the disk with a lid and thermometer.
• Tape the Earth Materials in Sun and Shade sheet
  to the cardboard.

43
Results/Data

• Each group will record their data on their Earth
  Materials in Sun and Shade sheet, but you will
  also need to copy the chart in your lab notebook.
• When we get back to the classroom, we will
  calculate the temperature changes.

44
Class Results/Data

• Copy the following chart into your lab notebook

Temperature Change in Sun Temperature Change in Sun Temperature Change in Sun Temperature Change in Sun Temperature Change in Sun Temperature Change in Sun Temperature Change in Sun
0 min 3 min 6 min 9 min 12 min Temp. Change
Sand 22 35 40 42 45 23
Water 22 26 28 30 32 10
Dry Soil 22 36 43 46 47 25
Wet Soil 22 32 39 42 45 23
45
Class Results/Data

• Copy the following chart into your lab notebook

Temperature Change in Shade Temperature Change in Shade Temperature Change in Shade Temperature Change in Shade Temperature Change in Shade Temperature Change in Shade Temperature Change in Shade
15 min 18 min 21 min 24 min Temp. Change
Sand 40 36 35 35 5
Water 31 31 30 30 1
Dry Soil 43 37 35 33 10
Wet Soil 42 38 37 35 7
46
Conclusion

• In complete sentences, explain the following
  question
• How does the amount of sun and shade affect the
  temperature of Earth materials, sand, water, dry
  soil, and wet soil?

47
Vocabulary

• Earth Material -
• A nonliving substance that makes up or comes from
  the earth
• Energy transfer -
• The change of energy from one form to another, or
  the movement of energy from one object to another

48
Vocabulary

• Heat sink -
• A material, such as water, that can absorb a
  large amount of heat for its volume and release
  energy slowly
• Solar Energy -
• Energy from the Sun this energy takes several
  forms, including visible light and infrared light
  that can be felt as heat

49
Content and Inquiry

1. Which materials cooled down the fastest and which
   the slowest?
2. What properties are shared by the earth materials
   that heated up and cooled down the most?
3. What would happen to the temperature of the sand
   if you added water to it?

50
Content and Inquiry

• 1. Which materials cooled down the fastest and
  which the slowest?
• The dry soil cooled down the fastest water
  cooled down more slowly.
• 2. What properties are shared by the earth
  materials that heated up and cooled down the
  most?
• Both were solid, dry earth materials
• 3. What would happen to the temperature of the
  sand if you added water to it?
• It might not heat up as much.

51
Color and Absorption

• Discussion questions
• How do you use hot water?
• Which do you think uses the most hot water?
  (Rank your items from 1)
• How is the water heated?
• How could solar energy be used to heat water?

52
Collector

• All solar water heaters use some kind of
  collector to soak up the Suns energy.
• What did we use as collectors in the last
  investigation?
• sand, soil, and water

53
Question

• What makes the best solar water heater?

54
Prediction/Hypothesis

• I predict the ___________ container will make the
  best solar water heater because
  _______________________.
• Use one of the following choices to complete your
  hypothesis
• White covered
• White uncovered
• Black covered
• Black uncovered

55
Preparing the Solar Water Heaters

• Each group needs the Solar Water Heaters sheet,
  and each student needs the Solar Water Heaters
  Class Chart.
• Tape the Solar Water Heaters sheet to your
  cardboard.
• Line your container with the colored plastic,
  then fill it with 100 ml of water.
• Depending on your groups assignment, either
  cover it and add the thermometer, or just add the
  thermometer. Make sure the bulb is in the water.

56
Results/Data

• Your group will record their data on their Solar
  Water Heaters sheet, and when we get back to the
  classroom, we will compile our class data on the
  Solar Water Heaters Class Chart.

57
Graph

• As a class, we will complete the Solar Energy
  Graph for Color and Absorption.

58
Color and Absorption

• Reflection questions
• What did you notice when you felt the black and
  white squares that were exposed to the sun?
• Try to explain why this happened.
• How do you think the black collector makes the
  water hotter?
• How do you think the covered container makes the
  water hotter?
• How do you think energy absorbed by the black
  plastic heats the water?
• What do you think is the best design for a solar
  water heater? What is your evidence?

59
Conclusion

• In complete sentences, explain why the
  ________________
• made the best solar water heater.

60
Vocabulary

• Absorb -
• to take up, soak in, or capture (black plastic
  absorbs the Suns energy)
• Reflect -
• to bounce back (white plastic reflects the Suns
  energy)
• Solar Collector -
• a material used to capture solar energy in a
  water heater or other device

61
Content and Inquiry

1. What is it about the black plastic that caused
   the water to heat up the most?
2. What could have caused the solar water heater
   with the lid to heat up more that the open solar
   water heater?

62
Content and Inquiry

• What is it about the black plastic that caused
  the water to heat up the most?
• Black plastic absorbs solar energy, which it
  transfers to the water by contract.
• What could have caused the solar water heater
  with the lid to heat up more that the open solar
  water heater?
• A cover keeps the heat inside the container.

63
Question

• What affect does the surface area of a solar
  collector have on the rate and amount of
  temperature change in a solar water heater?

64
Prediction/Hypothesis

• I predict the surface area of a solar collector
  will affect the rate and amount of temperature
  change in a solar water heater by

65
Preparing the Solar Water Heaters with Various
Collector Sizes

• Each group will test a different size collector
  large, medium, small, and none (zero).
• Tape your collector to the white side of your
  piece of cardboard.
• Use a syringe to put 200 ml of water in a ziploc
  bag. Put a thermometer in the bag of water. Lay
  the bag down and gently let the air out of the
  bag before sealing it.
• Place the bag on top of the collector that is
  taped to the cardboard.
• To read the temperatures, pick up the bag at the
  zipper end, wait a few seconds for the water to
  mix, and read the thermometer through the bag.

66
Results/Data

• While we are outside, your group is responsible
  for their own data, and when we get inside, you
  will share your data with your classmates. Copy
  the following chart into your lab notebook

Units of Area 0 min. 5 min. 10 min. 15 min. 20 min.
Zero 15 20 22 24
Small 14 19 22 24
Medium 16 21 24 27
Large 19 21 23 26
67
Graph

• As a class, we will complete the Solar Energy
  Graph for Surface-Area Effect.

68
Surface-Area Effect

• Discussion questions
• Is there a relationship between the surface area
  of a collector in a solar water heater and the
  temperature of the water?
• What would you change in your water heater design
  to make the water even hotter?

69
Conclusion

• In complete sentences, explain the effect the
  surface area of a solar collector has on the rate
  and amount of temperature change in a solar water
  heater.

70
Vocabulary

• Surface area -
• the total surface of an object for a rectangle
  or square surface it equals length times width

71
Content and Inquiry

• What effect does the surface area of a solar
  collector have on the rate and amount of
  temperature change in a solar water heater?

72
Content and Inquiry

• What effect does the surface area of a solar
  collector have on the rate and amount of
  temperature change in a solar water heater?
• Larger collector surface areas cause the water to
  heat up more and faster.

73
Solar Houses

• Discussion questions
• What kinds of energy do you use on a typical day?
• What are some of the things you use that energy
  for?

74
Nonrenewable and Renewable Resources

• Many of the fuels we use to generate energy to
  heat our homes are nonrenewable fossil fuels,
  such as gas, coal, and oil.
• Nonrenewable means that once you have used it, it
  cannot be replaced.

75
Question

• How will the orientation of your house affect how
  warm the house gets?

76
Prediction/Hypothesis

• The orientation of our house will affect how warm
  it gets by

77
Procedure

1. As a class, construct solar house.
2. Tape the thermometer so that it is easily
   readable without the bulb in the direct sunlight.
3. When we go outside, we will go the shade first,
   wait one minute, then take our 1st reading.
4. Then, we will put the solar houses in the sun for
   15 minutes and record the temperature at 5 minute
   intervals.
5. Lastly, we will put the solar houses in the shade
   for 15 minutes and record the temperature at 5
   minute intervals.

78
Results/Data

• Your group will record their data for house 1 on
  their Space Heating sheet, and when we get back
  to the classroom, your partner group will share
  their data for house 2 on the Space Heating sheet.

79
Conclusion

• In complete sentences, explain your answer to the
  following question
• How did orientation affect space heating of the
  solar houses?

80
Vocabulary

• Space heating -
• the transfer of heat energy to air in an enclosed
  space