Overview. Through an Engineering Design exercise students test the performance of two different solar car designs. NGSS MS-ETS1-1.

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1 LESSON 14 Solar Car Experiment Overview Through an Engineering Design exercise students test the performance of two different solar car designs. Student Learning Targets I understand that using energy from the sun and converting it to electricity with solar panels can power electric cars and reduce our use of fossil fuels like petroleum. I can design and test a solar car using engineering design principles. NGSS MS-ETS1-1. MS-ETS1-2. MS-ETS1-3. MS-ETS1-4. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Background Increasing the amount of light hitting a solar panel increases the amount of electricity it generates The angle of a solar panel to the light source affects the amount of electricity the panel generates The smaller the angle between a solar cell and a light source the greater the electricity generated Electric motors transform electrical energy into mechanical energy (motion) that can be used to do work (i.e. move a solar car) Electric cars that use electricity from the sun don't need any fossil fuels LESSON 14 Solar Car Experiment Nagele, et al page 150

2 Using the Engineering Design Template see Oregon Dept of Education site /science_engdesign_notebooktemplate_ms.pdf Or modified template from Happy Valley mp.pdf Vocabulary See Lesson 13. Materials For each student Science notebook and pencil Solar Car Experiment Report Graph paper Metric ruler (Compasses if available) For class to share Mini solar panels of different voltages and amperages (as available) 5 or more 180 watt lamps with 180 watt incandescent bulbs Sidewalk chalk Stop watch SunWind Solar Car Kit (gear directly transfers energy from motor to wheels SunWind Solar Car Kit (drive belt transfers energy from motor to wheels Extra parts for car kits Race track boards Lighting for track if used indoors or on cloudy days Compasses (if available) Preparation Set up materials for team or individual experiment and race track including work tables with AC power supply to power 180 watt lamps for students to test the operation of their solar cars before racing. Lay out multiple stations with solar car materials. Time Three- 45 minutes lessons to finish Day 1- Students review the problem, complete Constraints and Background Research, and begin to design and build their cars. LESSON 14 Solar Car Experiment Nagele, et al page 151

3 Day 2- Students complete the design and building of their cars, test their cars, and begin modification of their design. If time, students test their modified car and evaluate it. Day 3- Students finish modifying and testing their cars, and complete Improvements and Conclusion of the handout. Procedure 1. Briefly discuss topics presented in previous lessons: Fossil fuels are non-renewable resources that pollute the environment. Solar radiation (solar energy) is an unlimited renewable resource. Solar energy can help us reduce our use of fossil fuels. Solar energy can be converted directly into electricity using solar panels. Electric motors transform electrical energy into mechanical energy (motion) that can be used to do work (i.e. move a solar car). Electric cars that use electricity from the sun don't need any fossil fuels. 2. Brief review of previous solar panel lessons including the following points: Increasing the amount of light hitting a solar panel increases the amount of electricity it generates. The angle of a solar panel to the light affects the amount of electricity it generates. Use engineering design template in student journal emp.pdf 3. Introduce the materials that will be used for the experiment. 4. Divide the students into teams of four (or each individual student) and instruct them to form their team at a work station. 5. Hand out one copy of handout 1 Solar Car Experiment Report to each student (or group). 6. Have the students fill in the names of each team member on the first page of the Solar Car Design and Engineering handout. LESSON 14 Solar Car Experiment Nagele, et al page 152

4 7. Distribute car kits to each team and review with them the car material supplies. Have each team do an inventory of the materials at their work station. 8. Have the teams discuss potential designs for their solar car; then each student draws a sketch of the car design on their graph paper. Have students label the car parts in their sketch/design. They can refer to the list of materials on their handouts for the names of the parts. 9. Have the team assemble their solar car according to their design sketch and test it under a lamp. 10. Inform students that if their car doesn t work as designed, they must go back to the drawing board as engineers do, and redesign, sketch, and test their car. 11. Once their car passes the light test, teams should proceed to the track to race and time their cars. NOTE: Check the graph paper drawing of each student for completeness before allowing them to race their cars. 12. Have a member of each team line up the solar car (for Time Trial 1) at the beginning of the race track. He/she lets the car go when signaled by the instructor who is timing the race trials. The instructor stops timing after the car crosses the finish line, and then allows each student to record the time from the stopwatch on their handout. NOTE: The solar cars may or may not travel in a straight line. Team members should be ready to straighten out the path of the car if it exits the race track. 13. Allow the teams to make modifications to their car, or try using other materials (as provided) to improve their race time. Tell the students to record the modifications in their handout sketches/designs. 14. The teams race their cars a second time (for Time Trial 2) and each student records the time on their handout. 15. Have teams disassemble their solar cars and return parts to the kit containers. 16. Have students fill in the remainder of the Solar Car Design and Engineering handout. LESSON 14 Solar Car Experiment Nagele, et al page 153

5 17. Students share their results. Assessment Score the Solar Car Design and Engineering handout. LESSON 14 Solar Car Experiment Nagele, et al page 154

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