Grade Level/Subject
Unit
Enduring
Understanding
SOL Objectives
6th grade
Energy
Solar power is a renewable energy resource with many
applications. With engineering, creativity, and technology,
solar energy use can be made even more practical.
6.2 The student will investigate and understand basic sources of energy, their origins,
transformations, and uses. Key concepts include
a) potential and kinetic energy;
b) the role of the sun in the formation of most energy sources on Earth;
c) nonrenewable energy sources;
d) renewable energy sources; and
e) energy transformations.
6.9 The student will investigate and understand public policy decisions relating to the
environment. Key concepts include
a) management of renewable resources;
b) management of nonrenewable resources;
c) the mitigation of land-use and environmental hazards through preventive measures;
and
d) cost/benefit tradeoffs in conservation policies.
Title
Lesson Objective
Inquiry Level
Materials Needed
How is it Level 2/3?
Which model of solar collector will heat water the best?
Design and test three different models of solar collectors to
show an application of solar energy.
2/3
Thermometers, cups, shoeboxes, timers, access to outdoor
area OR desk lamps, other materials (will vary)
Teacher provides the research question and the materials. The
methodology is developed largely by the students, although
the lab packet does provide some guidance. Students develop
their own solar collector designs.
Lab: Which model of solar collector will
heat water the best?
Task: Design and conduct an experiment that tests the ability of three different solar
collectors to heat a cup of water. Which will get the hottest? Find out!
Materials:
- Shoeboxes
- Aluminum foil
- Plastic wrap
- Construction paper
- Tape
- Cups
- Thermometers
- Lamp (optional)
- Timer
Research question:
What is the effect of different types of _________________ on the temperature of water
placed inside them?
Independent variable
What factor will you change?
_________________________________
Dependent variable
What factor will you measure?
_________________________________
Hypothesis:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Sample hypothesis:
If ice cubes are placed in containers made out of glass, plastic, and metal,
then the ice cubes will melt fastest in the metal container.
Preparation:
 Design three different solar collectors using the materials available.
 Discuss possible designs with your group BEFORE you begin assembling them.
 Feel free to look at pictures or do other research to get ideas.
 A cup of water with a thermometer must be able to fit inside each collector.
Experimental groups:
Draw a sketch of each solar collector your group designed. Briefly describe the important
features of each design.
Drawing
Description
1
2
3
Control group: _______________
Constants (what three factors should be kept the same across all groups to ensure fairness?)
1. ___________________
2. ____________________
3. ___________________
Results
TIME
Design #1
__________
Design #2
__________
Design #3
__________
Control
__________
Lab summary
Directions: Please answer the questions below thoughtfully and in complete sentences.
Purpose
What question were you trying to answer by conducting this experiment?
Method
Explain (briefly) the steps that you followed to set up and conduct the experiment.
Results
State the results for each group. Tell which group (if any) had the highest value, and which had the
lowest.
Conclusion
Compare the results to your hypothesis and state whether your hypothesis is supported or not.
Explain why you believe you got the results that you did.
Reflect on your methods. What could you do differently to make the results more valid (reliable) next
time?