Jon Mayes
Solar Power Car
NJ Core Curriculum Content Standards
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy,
and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
A. Technology Operations and Concepts: The use of technology and digital tools requires
knowledge and appropriate use of operations and related applications.
B. Creativity and Innovation: The use of digital tools and media-rich resources enhances
creativity and the construction of knowledge.
C. Digital tools and environments support the learning process and foster collaboration in
solving local or global issues and problems.
F. Critical Thinking, Problem Solving, and Decision-Making: Information accessed through the
use of digital tools assists in generating solutions and making decisions.
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of
the nature and impact of technology, engineering, technological design, and the designed world, as
they relate to the individual, global society, and the environment.
B. Design: Critical Thinking, Problem Solving, and Decision-Making: The design process is a
systematic approach to solving problems.
Equipment
Solar car kits, exacto knives, tape
What Students Should Know Before The Lesson
Students should have an idea of how solar panels work, transfer of energy, electrical circuits,
and basic concepts about craft building and car construction. Students should be familiar with the
engineering design process.
Lesson Objectives, Goals, Important Ideas, and How I Will Assess Them
The objective of this lesson is for students to work collaboratively in the creation of a solar
powered car. The procedural goal achieved in doing this is a review, reinforcement, and application of
the engineering process. They must understand the forms of design associated with this project and the
types of engineers who would work on such a project.
They must meta-cognitively reflect on how the science and engineering aspects of such a
project. How are the scientific method and the engineering design process related, and how do they
work together to achieve this desired goal.
Epistemologically, students should be able to reason how and why certain types of engineers
are chosen for such a project, and how the engineers work together to complete the project. Students
should discuss the social impact and importance of engineers and their work on societal values and
solutions to societal problems.
I will formatively assess them by making rounds in the room and asking them questions which
will guide and broaden their thought processes during the activity. Also, I will read and make comments
on their reports so they can read my comments, reflect on them, and revise the report for resubmission.
Potential Student Difficulties
Students may have trouble with the construction of the car, especially how to connect the solar
panel to the electric motor. They may also have a problem creating their car with the engineering design
process, and updating their car by designing, testing, and implementing only one facet of the car at a
time. Lastly, they may have difficulty troubleshooting reasons why the car may not work. Included in this
is their ability to use the engineering design process to redesign their car in way which will solve the
problem.
To help them with this, I will facilitate their cooperation and recollection of how circuits work
with guiding questions. Also, I will scaffold them in their implementation of the engineering design
process in a similar way.
The Lesson
Application Experiment: Solar Car Construction
Equipment: Solar car kit, exacto knives
Experiment: Create a solar car with the tools provided. Help each other to make all the cars go then you
can race them! After creating your initial design, we will improve upon it. There must be logical reasons
for the improvement. Research on the internet if you would like!
Before bell Prep and sit down.
Reading and mentally preparing for Greeting and finishing set up for
the activity.
equipment.
0-5 min
Listening
Explaining and introducing the
activity
Design, build, and test
Walking around monitoring the
students, helping them, and
keeping them motivated.
Listening
Explaining to them what they
must write up in the lab report
for homework.
5-40 min
40-45 min
Activity Intro
Build a solar car
HW
Homework: Create a formal lab report for this experiment. Include the full scientific method for this
type of experiment. Also, include a description of the reason why you chose a given upgrade for your
car. Lastly, discuss the similarities and differences of the engineering design process and the scientific
method. What kinds of engineers are required for a project such as this? What kind of social
responsibility are these engineers burdened with and how will their work impact society?
Modifications for Different Learners
This activity incorporates creating, design, building, measuring, analyzing, applying, and
performing so it has a desirable aspect for most types of learners.