CAPTURING SOLAR ENERGY
Students will learn that solar collectors absorb radiant energy, convert it into heat, and hold the heat.
OBJECTIVES
The students will be able to
 Explain how solar collectors work.
 Explain the importance of renewable energies to reduce the ecological footprint.
VOCABULARY
 Radiant Energy: energy traveling in waves; esp., electromagnetic radiation, as heat, light, or X-rays
 Greenhouse Effect: The phenomenon whereby the earth's atmosphere traps solar radiation, caused
by the presence in the atmosphere of gases such as carbon dioxide, water vapor, and methane that
allow incoming sunlight to pass through but absorb heat radiated back from the earth's surface.
 Non-Renewable Energy: Energy resources which are consumed much faster than nature can create
them. (i.e. fossil fuels)
 Renewable Energy: Energy resources that are naturally regenerated over a short time scale and
derived directly from the sun (such as solar), indirectly from the sun (such as wind, hydropower, and
biomass), or from other natural movements and mechanisms of the environment (such as geothermal
and tidal energy).
MATERIALS/EQUIPMENT
 Glass of water
 2 white and 2 black containers
 Plastic wrap
 Rubber bands
 Thermometers
 Water
 Data sheet
TIME NEEDED: 45 minutes (½ hour is used for containers to heat up)
DEGREE OF PHYSICAL ACTIVITY: low
RUNNING THE ACTIVITY
Show students a glass of water. Ask them: How can we make the water hot? After suggestions have
been made, point out that any way of heating the water requires energy – from electricity, gas, the sun,
etc. Ask the students what they know about renewable and non-renewable energies. If students are
unfamiliar with these terms, explain the difference: non-renewable energies come from sources that took
millions of years to create so we have a limited supply of them. Examples include coal, natural gas, and
oil. Renewable energies will not run out – they are constantly being replaced. Examples include energy
made with sun, wind, geothermal, biomass, and hydropower.
Explain that students will be doing an experiment today to see how solar energy is used for more than
just generating electricity.
Show students the four containers – 2 painted white, 2 painted black. Have students fill each container
about 1/3 full with room temperature water. Record the starting temperature in each container. Put plastic
wrap over the top of one of the black containers and one of the white containers, holding it in place with
the rubber band. Place the containers in the sun for at least ½ hour, more if time permits.
Use this time to help students recall what they already know about solar heating: ask students what
sidewalks and asphalt streets feel like on hot summer days – what does it feel like when you are wearing
a dark shirt on a sunny day. Ask the students to predict what will happen to the temperatures in the white
and black containers.
Explain that many people use solar panels to trap the sun’s heat energy
to warm water in their homes or businesses. The warm water is stored
in insulated containers so it can be used later.
While the containers sit in the sun, visit the site’s solar water heaters to
talk about how they work and what they provide for this facility.
After the half hour, go back to the containers. Feel the containers. Then
record the temperatures. Compare the results between the covered and
uncovered containers - why was there a difference? Have the students discuss why they got the
results that they did. Discuss with the students the idea of passive solar energy: how we can take
advantage of the fact that dark-colored things will absorb radiant energy and release it slowly over time.
Homes that are designed to face south “catch” as much sunlight as possible in the wintertime so there is
less need for heating from other sources.
Discuss other ways we use solar energy – to create electricity, to run calculators, to dry clothes (when
we hang them outside). Point out that solar energy is actually the source of another kind of renewable
energy – wind power: sunlight heats the Earth which creates wind which we can use as a renewable
energy source.
Discuss how using solar energy is good for the environment. (e.g. doesn’t pollute, doesn’t require digging
up fuels from deep underground, reduces the amount resources we require to live the kind of life we’re
used to).
Wrap-Up
In journals or through class discussions, have the students answer these questions:
1. How can we use the sun as a heat source?
2. How does this site use solar energy?
3. How could I make use of solar energy at school or at home?
WAYS TO USE/INTEGRATE THIS ACTIVITY
Use with Solar Ovens
STEM CONNECTIONS
Science: Students will be predicting and testing.
Technology: Students will be using digital thermometers.
Math: Students will be taking measurements and analyzing data.
SOURCE(S)
Adapted from these curricula:
What Does the Sun Give Us?
www1.eere.energy.gov/education/pdfs/solar_whatdoessungiveus.pdf
Exploring Solar Energy
www1eere.energy.gov/education/pdfs/solar_exploringsolarenergystudent.pdf
Solar Matters II.
www.fsec.ucf.edu/en/education/k-12/curricula/sm2/
APPENDIX A: Standards
Subject
Grade
Level
Code
Science
K-12 (2010)
4
4.2.1.1.1
4
4.2.3.1.1
4
4.2.3.2.1
Technology
(ISTE)
(2007)
5
5.1.3.4.1
6
6.2.3.2.2
6
6.2.3.2.3
8
8.1.3.4.2
K-12
1.b
K-12
4.a
K-12
4.b
K-12
4.c
Standards
Benchmark
Objects have observable
properties that can be measured.
Energy appears in different forms,
including heat and
electromagnetism.
Energy can be transformed within
a system or transferred to other
systems or the environment.
Tools and mathematics help
scientists and engineers see more,
measure more accurately, and do
things that they could not
otherwise accomplish.
Energy can be transformed within
a system or transferred to other
systems or the environment.
Energy can be transformed within
a system or transferred to other
systems or the environment.
Current and emerging
technologies have enabled
humans to develop and use
models to understand and
communicate how natural and
designed systems work and
interact.
Students demonstrate creative
thinking, construct knowledge, and
develop innovative products and
processes using technology.
Students use critical thinking skills
to plan and conduct research,
manage projects, solve problems,
and make informed decisions
using digital tools and resources.
Students use critical thinking skills
to plan and conduct research,
manage projects, solve problems,
and make informed decisions
using digital tools and resources.
Students use critical thinking skills
to plan and conduct research,
manage projects, solve problems,
and make informed decisions
using digital tools and resources.
Measure temperature, volume, weight and length
using appropriate tools and units.
Describe the transfer of heat energy when a warm
and a cool object are touching or placed near each
other.
Identify several ways to generate heat energy.
Use appropriate tools and techniques in gathering,
analyzing and interpreting data.
Trace the changes of energy forms, including
thermal, electrical, chemical, mechanical or others
as energy is used in devices.
Describe how heat energy is transferred in
conduction, convection and radiation.
Determine and use appropriate safety procedures,
tools, measurements, graphs and mathematical
analyses to describe and investigate natural and
designed systems in Earth and physical science
contexts.
Students use models and simulations to explore
complex systems and issues.
Students identify and define authentic problems
and significant questions for investigation.
Students plan and manage activities to develop a
solution or complete a project.
Students collect and analyze data to identify
solutions and/or make informed decisions.