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Solar Cars |
Step
1 - State the Problem
Step 2 - Research,
and Hypothesize or Predict
Step 3 - Plan Experiment
and Gather Data
Step 4 - Analyze the
Data and Make a Conclusion
Step 5 - Take Action
Step 6 - Assessment
 More
information about this step
Introductory activity: the air
pollution problem
In order to understand the role that solar cars play in improving
the environment, it is helpful for students to examine how
cars, and burning fossil fuels, contribute to the air pollution
problem. Have your students get a general sense of the problem
by researching the following questions:
- What are the main sources of air pollution?
- What effect does air pollution have on the environment?
- How do different kinds of energy consumption impact air
pollution?
Student groups can use the Web sites listed below, in addition
to the WHAT'S UP IN THE ENVIRONMENT video or AIR
video clip to find their answers. Once research is complete,
they should present their findings either as a written report,
Web page, or PowerPoint presentation. Make sure to save these
presentations, so that groups can use them, and other project
work, to complete their final assessment.
Resources for step 1
Materials needed
- Access to the Internet on at least one computer (optional)
- Power Point (optional)
- WHAT'S UP IN THE ENVIRONMENT video (optional)
Teacher tool Web sites
Bookmark these Web sites for student
research
 More
information about this step
Research solar energy
Have students extend their knowledge by researching some
general facts about solar energy and its impact on their community.
Student groups should develop a set of research questions
about solar energy, or use the following questions:
- How does solar energy work? Draw a diagram.
- How much power does a solar cell produce?
- How is solar energy converted to electricity to run a
car?
- How might solar power improve the environment?
- How widely is it used? (Investigate the practicalities
of solar energy, like the amount of sun needed to generate
a certain amount of energy - also the costs involved with
this, and public attitudes towards solar power.)
- Why aren't solar cars used more?
- What are some of the most successful models of solar cars?
Read about solar energy using the Web sites listed below.
Talk to environmentalists to find out more.
Optional activity
On a sunny day, hook up a solar cell to a motor with a propeller
of a spinner. Count how many times the propeller spins in
a minute. Perform the experiment three times-- at 9 AM, 12
PM, and 3 PM.
Hypothesize
Using all your research, create a hypothesis for this question:
What are some of the challenges involved with using solar
energy to power a car, and how can they be overcome? Specifically,
consider:
- Is solar power a viable energy alternative?
- What might be some of the pros and cons of relying on
solar energy as a primary source of energy for a car?
- What is the best way to build a solar car?
Resources for step 2
Materials needed
- Solar panel (optional)
- Motor with propeller (optional)
Teacher tool Web sites
Bookmark these Web sites for student
research
- National Renewable Energy Laboratory
http://www.nrel.gov/clean_energy/
This site provides an overview of many different kinds of
renewable energy sources, including solar energy.
- National Resources Defense Council
http://www.nrdc.org/air/pollution/default.asp
The National Resources Defense Council works to hold the
government and other agencies to strict pollution standards
and encourages the enforcement of environmentally friendly
technologies.
- Clean Solar Energy
http://www.epa.gov/globalwarming/actions/cleanenergy/sol/index.html
EPA's global energy site includes a list of resources that
tout the benefits of using solar energy technologies.
- Explorer's Club: Ask EPA
http://www.epa.gov/kids/ask.htm
If students have an environmental question, they can visit
this Web site--sponsored by the Environmental Protection
Agency--and have their questions answered within 15 days.
- The U.S. Department of Energy's National Junior Solar
Sprint Web Site
http://www.nrel.gov/education/student/natjss.html
This site includes several links with information about
solar energy and model solar cars, as well as activities
for learning about solar power.
 More
information about this step
Now have student groups test the hypothesis they made by
designing, building, and testing a working solar car based
on their predictions in Step 2. Begin
by:
- Drawing up a specific design for the solar car. They should
also have a step-by-step instruction for building the car.
They should experiment with different ways of connecting
gears, pulleys, or anything else you can think of to get
solar power to the wheels of your car.
- Then collect car parts. Either use a kit purchased from
a hobby shop or from the Web site listed below, or have
students research and find necessary parts from old motorized
toys and appliances.
- Build the car according to plan. If the cars don't work
initially, have students analyze why they're not working.
- Once all cars are working, set up a track outside (the
track can be any length you choose). Time the cars to see
how fast they can travel the length of the track.
- After initial testing, have students brainstorm ways that
they can improve their car's design.
- Have students make one change in the car's design and
go back to the track to test the car's new speed. Remind
them to make sure to do the test at the same time of day,
when the angle of the sun is the same.
- Make as many improvements as you feel are necessary, testing
them each time.
Resources for step 3
Materials needed
- Parts to build a solar car
- Materials to mark off a race track
- Timer
Teacher tool Web sites
 More
information about this step
Have students draw a diagram of their final solar car, labeling
each part. Encourage them to write a description of how the
car works, and how each of the design changes made improved
the performance of the car. They should also include the information
about how fast the car traveled after each design change.
What were some of difficulties faced in building and improving
the performance of each car? Students should use their research
and the results of experiment to draw conclusions about how
solar cars can be used to replace gas-powered cars. They should
summarize their findings and present them to the class as
a report, PowerPoint presentation, or Web page.
Resources for step 4
Materials needed
Teacher tool Web sites
 More
information about this step
As a class, you can enter one or all the cars in the Junior
Solar Sprint race sponsored by the U.S. Department of Energy!
These races are held at 83 sites located in 26 states. Check
the Web site http://www.nrel.gov/education/student/host_sites.html
for a schedule of competition dates and information about
how to host your own event. Whether you are holding your own
event or attending an event held by another school, send letters
to local TV stations, newspapers, and politicians to tell
them about your project and the race. Urge them to attend
and help publicize the need for alternative energy sources
like solar power.
Resources for step 5
Materials needed
- Access to the Internet
- Power Point (optional)
Bookmark this Web site for student
research
- The U.S. Department of Energy's National Junior Solar Sprint Web Site
http://www.nrel.gov/education/student/natjss.html
This program offers students the opportunity to create and
construct model solar powered cars and enter them in competitions.
Create a final written, PowerPoint, or Web site presentation
of the entire project. The presentations can be in the form
of a scrapbook, portfolio, or narrative report. They should
include:
- Any documents created while students researched, designed,
and raced their cars.
- Any images, interviews, video, or audio they may have
created during the project.
- A reflection component in which students describe what
they have done, what worked or didn't work, and why.
If students choose to do a Web-based project, then just follow
our guidelines, send
it to us, and we'll post it on the WHAT'S
UP IN THE ENVIRONMENT Web site!
Resources for step 6
Materials needed
- Power Point (optional)
- Access to the Internet (optional)
- Materials for a scrapbook like glue, paper, scissors,
markers, etc. (optional)
Bookmark this Web site for students
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