Science Learning Community: Science and Engineering Lesson Plans
Creating a Solar Oven
Melanie Becker and Denise Michaelsen
7/17/2014
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Grades 6-8, Physical Science
Time Frame
Approximately four 60 minute class periods
Objectives: Upon completion of this unit, students will be able to:
• The students will define and give examples different types of energy.
• The students will explain the difference between thermal energy, heat, and temperature.
• The students will summarize the steps in the cycle of convection.
• The students will distinguish between conduction, convection, and radiation.
• The students will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal
energy transfer. (engineering) (MS-PS3-3)
• The students will plan an investigation to determine the relationships among the energy transferred, the type of matter, the
mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (MSPS3-4)
• The students will develop a model that predicts and describes changes in particles motion, temperature, and state of a pure
substance when thermal energy is added or removed. (MS-PS1-4)
• The students will construct, use, and present arguments to support the claim that when the kinetic energy of an object
changes, energy is transferred to or from the object. (MS-PS3-5)
Next Generation Science Standards
• The students will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal
energy transfer. (MS-PS3-3)
• The students will plan an investigation to determine the relationships among the energy transferred, the type of matter, the
mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (MSPS3-4)
• The students will develop a model that predicts and describes changes in particles motion, temperature, and state of a pure
substance when thermal energy is added or removed. (MS-PS1-4)
• The students will construct, use, and present arguments to support the claim that when the kinetic energy of an object
changes, energy is transferred to or from the object. (MS-PS3-5)
• Using criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account
relevant scientific principles. (MS-ETS1-1)
• 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. (MS-ETS1-4)
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Standards for Technological Literacy
Taken from International Technology Education Association. (2000). Standards for technological literacy: Content for the study of
technology. Reston, VA: Author.
Standard 9.
Students will develop an understanding of engineering design.
Standard 11.
Students will develop the abilities to apply the design process.
Common Core State Standards in Mathematics
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
Common Core State Standards in English and Language Arts
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
Prior Learning
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Students will have a basic understanding of the engineering design process. (Middle School Boston Model)
Students will understand different types of energy and energy transfer.
Students will understand the similarities and differences between conduction, convection, and radiation.
Some common misconceptions students have about energy is that energy can be used up or lost and things “use up” energy.
Also, they tend to believe that in an energy transformation the total amount of energy changes into one single form of
energy.
Materials
1 piece of Plexiglas (1/4 to 3/8” thickness) cut to fit the specific dimensions of each oven. (A plastic oven bag may be also used for
this top layer and is easier to work with. However, it does not provide a much insulation against heat loss by conduction.)
Scotch tape
Black duct tape
1 Granite Ware pan or regular black metallic cooking pan sized to fit each specific box. (Teachers can simply standardize the box
size for the entire class to avoid having to buy multiple size pans.)
Foam peanuts or newspaper (a less expensive alternative)
Cardboard boxes of various sizes (at least 2)
3-4 feet of aluminum foil
Scissors; must be strong enough to cut corrugated cardboard if utility knives are not used
Glue (optional)
3-4 pieces of black construction paper
Ruler
Utility knife (optional)
Food item to be cooked on metallic pan with box, such as pre-made cookie dough (Break and Bake), Bagel Bites, etc.
Thermometer
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
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Explain the concept of radiation and give examples of ways the sun’s energy can be collected and stored
for useful purposes.
Explain that certain materials do not conduct heat well and therefore good for insulation.
Give examples of different materials that can be used for collecting and storing heat energy from the sun.
Plot and analyze temperature versus time data.
Pre-Assessment
Students will complete a KWL graphic organizer on solar ovens prior to the beginning of activities.
Procedures
Time
30 min.
Instructional Strategies/Learning Tasks
1.
2.
3.
4.
5.
10 min.
5 min.
15 min.
6.
7.
8.
9.
20 min.
10.
11.
20 min.
60 min.
12.
13.
Review the engineering design process.
Complete the K (know) and W (want to know) on a KWL graphic
organizer on solar ovens. Discuss students’ ideas.
Present the problem background knowledge on solar ovens used
in developing countries.
Brainstorm a list of features or qualities necessary to cook
something.
Discuss how heat transfer concepts are used to make the oven
work. The oven needs to concentrate solar radiation on the
center of the oven. The pot or pan must absorb as much solar
radiation as possible. Then, the rest of the oven must be
designed to resist heat transfer through conduction by insulating
the oven.
Present the problem. Solar Cookers International is looking for
new designs to expand their use of solar cookers in developing
countries around the world. Your task is to create a solar cooker
that will bake a Break and Bake cookie. Give students the
opportunity ask questions.
Distribute materials.
Individual brainstorming. Students will sketch at least three
designs in their science notebooks. Then, they will choose one
model as their preferred model.
Then, they will choose one design and write a short description
of how their solar model will work using their preferred model.
After being divided into groups, students will come up with
several possible design models using their own sketches from
their science notebooks.
The group will write a paragraph to describe how their design
will work to be submitted to the head of Solar Cookers
International for design approval.
After approval from the head of Solar Cookers International,
each group will begin building their solar cooker.
Students will test the effectiveness (quantitatively) of their ovens
on a sunny day by attaching and using a thermometer to
measure the temperature every ten minutes for one hour, then
every hour for the duration of the school day (at least 3-4 hours
Purpose
Building Background
Information
IDENTIFY THE
CHALLENGE
IMAGINE
PLAN
CREATE
TEST
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
15 min.
14.
25 min.
10 min.
15.
16.
17.
total). They also bake the cookies in the oven to qualitatively
determine how effective the ovens are.
Students will use their data to plot and analyze temperature
versus time on a graph.
Each group will present the follow information about their solar
oven: how their oven works and why they made certain
material/design choice. They will also share their temperature
versus time graphs.
As a class, evaluate which group created the best design based
on the data collected.
If time allows, give students the opportunity to redesign their
solar ovens.
COMMUNICATE
IMPROVE
Formative Assessment
The KWL activity will be one way to check for understanding. Class discussion and the students’ notebooks (sketches
and explanations) will be further formative assessments used to gauge students’ understanding.
Closure (45 min.)
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Students groups will complete the assessment questions (listed under Summative Assessment below).
Discuss the Summative Assessment questions with the class.
Complete the L (learned) of the KWL graphic organizer and discuss student responses.
Summative Assessment
Group Reflection Questions:
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Why is it important to understand heat transfer and storage?
What advantage does solar energy provide over other types of energy?
Why and for whom could solar ovens be important?
How does your solar oven work and why did you choose these materials?
What parts of the solar oven have high thermal conductivity? Low thermal conductivity?
How is radiation used?
Do reflector panels have high or low emissivity? Why?
How is convective cooling prevented?
Where are your insulators? What kind of insulation did you choose and why?
Why is it important to understand heat transfer and storage?
What advantage does solar energy provide over other types of energy?
Why and for whom could solar ovens be important?
Resources:
Solar Cookers in Mexico https://www.youtube.com/watch?v=O46YQfSIYy
Solar Cookers in Developing
Countrihttp://solarcooking.wikia.com/wiki/Solar_cooking_in_developing_countries
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Adapted from:
Prucz, Ronnie , Rahmin Sarabi, and Lauren Powell. "Cooking with the Sun - Creating a Solar Oven - Activity www.TeachEngineering.org." Cooking with the Sun - Creating a Solar Oven - Activity www.TeachEngineering.org. N.p., n.d. Web. 23 July 2014.
<http://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_solaroven_tech_
act/duk_solaroven_tech_act.xml#objectives>.
Works Cited:
"Solar cooking in developing countries." Solar Cooking. N.p., n.d. Web. 24 July 2014.
<http://solarcooking.wikia.com/wiki/Solar_cooking_in_developing_countries>.
"Tortilla Sunshine." YouTube. YouTube, 26 June 2012. Web. 24 July 2014.
<https://www.youtube.com/watch?v=O46YQfSIYyM>.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 5