Teacher Name: Wayne Wong
Grade Level of Lesson: 12 Subject: Solar Panel
Unit Theme/Topic: Alternative Energies / Going Green
Lesson Title/
Topic:
Expected Student
Learning
Outcomes:
Standard Photovoltaic (PV) Panel and Installation/Operation
Date: TBD
What will students know and be able to do as a result of this lesson? (Be Specific)
Students will learn the basic concepts of how a photovoltaic panel works by understanding semiconductor p-n-p layers and how interact with light to produce an electric current. They will take a standard solar panel and analysis specifications, capability, measure, current, voltage, I-V
Power Curve
What is the language objective for this lesson?
1.
Student will understand basics of how a photovoltaic cell work and is made
2.
Students will learn basic PV terminology, i.e. irradiance, shading, efficiency, wattage, junction box, solar orientation, pyrometer, etc.
3.
Student will identify three basic types of solar panels widely used
4.
Students will understand current, voltage and power output (I-V curve).
5.
Students will learn the concept of Irradiance (Watts/m2) a measure of light intensity and how to use how to use a Pyrometer.
6.
Students will learn how to best site and orient an array towards the sun
7.
Students will build a simple three panel array and power a household appliance.
Which California Academic Content and Performance Standards will your lesson address?
CA Academic
Standards
Addressed : 5.
Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept: a.
Students know how to predict the voltage or current in simple direct current
(DC) electric circuits constructed from batteries, wires, resistors, and capacitors. b.
Students know how to solve problems involving Ohm's law. c.
Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) × I (current) = I 2 R.
Materials Used: What instructional materials and equipment/supplies will you use in this lesson?
Diagrams, videos and a live demonstration of an actual a Solar Panel with power inverter.
Testing material: Mounting tools (as needed):
8 Multi-meters Hammers & screwdrivers
3 250 Watt Solar Panels Ratchet & various size sockets
3 Micro inverters Cordless drill & bit set
1 1000 watt household appliance Bolts & washers
AR Safety glasses Brackets and clamps
AR Rubber gloves Wire cutters & electrical tape
Connector & wires cables Light resistant cloth or tarp
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Lesson Outline: (Opening/Do Now/Anticipatory Set; Major Activities; Transitions, Review; Closure)
**USE THE BACK OF THIS PAGE FOR MORE SPACE IF YOU’RE HANDWRITING THE LESSON PLAN**
1.
Opening: “Do you know how an solar panel makes electricity?” Do Now: Those hands raised and have them explain, and gage level of knowledge. (10 min)
2.
Prior knowledge: Elicit examples from student’s everyday life like a calculator, solar home, watch, etc. (5 min)
3.
Anticipatory teaser: We are going build a small solar array for mock house roof. It will be enough to power small appliances such as a TV or Microwave oven.
4.
Show the YouTube tutorial (15 min) on the concept of converting light into electricity: http://youtu.be/K76r41jaGJg
5.
Hand-out worksheet. Then explain the components of a solar panel: the three types of solar panels: Monocrystalline, Poly-crystalline, and Amorphous Silicon, and briefly how they are made. Ask students to follow along with example on worksheet (10 min).
6.
Demonstrate with actual solar panel how to verify the specifications using an multi-meter: a.
Power Tolreance b.
Max Poer (Pmax) c.
Voltage at Pmax (Vmp) d.
Current at Pmax (Imp) e.
Open-circuit Voltage (Voc) f.
Sort –circuit Currenct (Isc)
7.
Have students perform and record the same in groups of 4: record and explain results on worksheet.
8.
Demonstrate how the concept of how a Mico-inverter works to convert DC to AC electricity to use in the home.
9.
Activity: The class as a whole will mount 3 solar panels on a mock roof using standard roof mount hardware: stand-offs rails, brackets and clamps.
10.
Have students predict power output to a hypothetical house with 3 such solar panels: what kind of appliances it can operate safely.
11.
Orientation & Site Evaluation: Demonstrate the concept of determining the best site location and mounting direction of the solar array. Use classroom demonstration and written exercises: a.
shading b.
tilt & slope c.
Find true south, d.
Determine sun path e.
Determine peak sun hours.
12.
Major Activity: have class cover panels with black cloth and take the set-up outside. Disassemble and reconnect if needed to transport outside. Have class in groups of 4 determine the best orientation of the array in relation to the sun using compass and other concepts learned in class.
13.
Setup solar array and wire to standard electrical outlet: Plug in chosen appliance and attempt to operate by removing black covers from solar panel: Record results on paper and video.
Total time = 12 hours (4 weeks)
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Time
60 min
180 min
60 min
60 min
180 min
270 min
180 min
Monitoring &
Assessment:
Teacher Actions
1.
Convert photons to electricity
2.
Solar Panel: verify specifications
3.
Micro-inverter: how to choose
4.
Mounting of PV in series or parallel
5.
Mounting & Installation: Orientation
Explain concept of using semiconductor material (silicon p-n-p wafer) to make crystalline cells. And how photon of light (not heat) makes electricity.
Explain how select and verify the rating and specification of a solar panel with a multi-meter.
Explain how an inverter works to convert DC to
AC current for household use.
Show however to determine to connect panels in series or parallel to get the power you wants.
Show standard roof mounting techniques with common shop tools.
Explain how to determine the best mounting orientation in relation to the sun in your location on the earth. Teach concepts of irradiation, tilt/slope, shading, etc.
Let students build a small array and demonstrate is power with a common household appliance.
Modifications to
Address
Individual
Student
Learning Needs
Student Actions
Students will demonstrate the concept of photons and how electrons are generated on a silicon wafer to make a solar cell.
Students will take actual solar panel and verify its placard rating and specifications, such as the type of crystalline structure, voltage, current, and wattage.
Challenge questions: How are solar panels like a battery: Answer: they can be connected in either serial or parallel circuits to vary current and voltage.
1.
Increase current? By a parallel connection.
2.
Increase voltage? By a serial connection.
3.
How does shade on a single panel is like a single weak battery? Its lowers output of entire array.
4.
Do they wear out? Yes, over time efficiency drops
Then have small group activities. Final outdoor demonstration to have solar array drive a household appliance: Divide work share among established groups:
Group 1: Dismantle array for transport
Group 2: Determine site and orientation.
Group 3: Reassemble array outside
Group 4: Do final wire connection.
Group 5: Plug in appliance and remove black cover
Groups: record results.
How will you monitor student learning during the lesson? How will you assess student work?
I will ask several students in classroom to demonstrate their understanding of solar panel concepts on worksheet and during correction discussion.
I will supervise the building of the group solar array and present challenge questions. Each group demonstrates a different battery-like concept if time allows.
Which students need additional modifications/support? How will you modify your instruction as needed to ensure that all students meet learning outcomes?
The demonstration will illustrate experimentally how PV solar panel work and demonstrate with a live setup done outdoors in the sunlight. However, I can show YouTube video demonstrationg simple light to electricity convertion concepts. And how an inverter converts DC to AC current, and AC currents is most useful for households.
Advance students: may ask questions such as thediffernece in types of crystalline cells and how they are constructed. Roof mount vs. ground mount and various types of arrays they have seen.
For these advance questions, I can show video if the is larger interest, or refer student to online resources to do a paper on the subject for “extra credit”.
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Follow-up
Activities/
Homework
How will you follow up this lesson with homework or other extension activities?
The in-class Worksheet will have an example and excerise sheet showing several problems: Each will illustrate direction several solar array orientation relative to sun and shade. Students will have to determine and mark the best ones for maximum electrical output. It will corrected and discussed in class to reinfornce understanding.
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