At the end of the lesson, the students will be able to:
For this lesson, a knowledge and understanding of the Law of Conservation of Energy and its application is important. The teacher might need to do a review of the kinds of energy and how the law applies to each kind of energy. A specific lesson of the definition of angles and angles of incidence is required to identify the angle of incidence and mathematically determine the effect of angles on the amount of light reflected. This is necessary to determine the intensity of heat produced as the light energy or solar energy is converted. This part of the lesson requires coordination with the Math Department and will need handouts and activity sheets prior to the actual class. For activities on this lesson, the teacher could use the website, http://librarythinkquest.org.
Solar ovens or solar cookers work on the basic principle that sunlight is converted to heat energy and the retention of this converted energy into heat energy that is retained for cooking. The fuel that is used for this process is sunlight. The concept involves conversion of sunlight into heat energy, the retention of this converted energy and the capture extra sunlight to maintain the heat. For more information on solar ovens and solar cookers, go to http://solar cooker.org
Video on the Law of Conservation of Energy in a Simple Pendulum(www.youtube.com/watch?v=51RCyBr_nGk -)
Experiments or worksheets on the topic of energy conservation from textbooks or the internet (optional)
Handouts or worksheets on angles of incidence (http://www.sasked.gov.sk.ca/docs/physics/u3b12phy.html,
Pictures of solar ovens
Data and information on solar ovens
Procedures for the construction of a solar oven
Rubrics and checklists for assessments (The teacher may use what is in this lesson plan, revise or make his or her own).
Part A: Do Now (Recall)
This part of the lesson will involve the students in answering an open ended question: What do you understand by the statement, "Energy cannot be created or destroyed, it could only be transformed".
Recall Activity Sheet
Part B: Constructing the Solar Oven
Task: To build a solar cooker so we can cook foods for a class picnic
Part C: Making the Design
Our design is from ________________ (Reference)
This type of cooker is a _____________.
We chose this design because ________________.
Part D: Constructing the Solar Oven:
Part E: Testing the Functionability & Efficiency of the Solar Oven
How much of the Sun's energy did you capture in your cooker? These calculations will tell the tale!
PART 1: Measurements
PART 2: Hypothesis
How efficient do you think your cooker is? That is, what percentage (%) of the sunlight hitting the cooker do you think was actually used to warm up the water inside the beaker?
(A) The Solar Panels
(B) Heat Energy
Part E: Presentation and Discussion
The students will present their project to a Panel of Science teachers, two students and the Principal or the AP.
A = 13-16 pts. and nothing below "3"; B = 10-12 pts and nothing below "2"; C = 7-9 pts; D = 5-6 pts; F = 0-4 pts.
DOES NOT MEET STANDARDS (1)
PARTIALLY MEETS STANDARD (2)
FULLY MEETS STANDARD (3)
EXCEEDS STANDARD (4)
construction & design
The cooker's design and construction show little or no evidence of a valid design or careful workmanship.
The cooker has a valid design, but there is either use of non-allowed materials o sloppy workmanship.
The cooker is made to a valid design. It is made of the accepted materials. The workmanship is clean and shows pride in the cooker.
The cooker makes use of a difficult design (such as a parabolic cooker) or an original design. Or the cooker makes innovative use of materials.
The solar cooker does not raise the temperature of water at all.
The cooker raises the temperature of 480 mL of water, but by less than 10 °C.
The cooker raises the temperature of 480 mL of water by at least 10 °C.
The cooker wins the class competition or has a performance equal to the top 10% of all cookers in the freshmen class.
The procedures are significantly incomplete. There is little or no evidence that the team understands this standard.
Some procedures are incomplete but some show quality work. There is evidence that the team understands what it means to write a procedure With a few questions to the team, another group could build a similar cooker.
All portions of the procedures are complete. Another team could build a similar cooker and compare results based solely on the procedures
The procedures show a meticulous attention to detail and in-depth, thoughtful reflection on the construction and performance of the cooker.
The team was dysfunctional: members needed a significant amount of outside prompting to stay on task, and there was little sense of shared responsibility.
An attempt was made to stay on task and divide up the work equitably, but poor work habits effected the team's ability to do the work efficiently or independently.
Team members stayed on task and divided up the work equitably.
The team made positive use of members' different talents. The team provided leadership or assistance to others in the class or in general added to the positive working atmosphere of the class.
2. Design Checklist: 4 3 2 1
Suitability of Materials
Units of Measure
Creativity of Design
Geraldine V de Leon, Forsyth Satellite Academy (Author)
Dominador "Jun" Caoile (Math Consultant and Teacher)
Copyright 2010-2015 Teachers TryScience