1. SOLAR ENERGY

2. Shadow Play QUESTION: 1. What is a shadow?
2. What do you need in order to have a shadow?
3. Do you have one all the time?
4. How does your shadow look at different times of the day?
HYPOTHESIS:
If. . . Then. . . Because. . .

3. Shadow Play PROCEDURE/PLAN 2 pieces of chalk STEPS: Go outside
Trace inside of shadow.
Trace around the feet.
Record name and time.

4. Shadow Play
RESULTS:
What was proven in the investigation? (include length and time) (graph)
CONCLUSION:
Did the investigation support your hypothesis? (What have you learned?)

5. Shadow Play CONTENT/INQUIRY
VOCABULARY:
shadow –
dark area created when an object blocks the sun light
orientation –
a position or arrangement in relation to another position or location.
CONTENT/INQUIRY
How did you create a shadow when you were outside?
How did your afternoon shadow compare to your morning shadow?
Why did your shadows change shape and orientation?

6. Shadow Tracking QUESTION:
Can you use a shadow to predict the position of the Sun?
HYPOTHESIS:
If. . . Then. . . Because. . .

7. Shadow Tracking PLAN/PROCEDURE: Materials: 1 Shadow tracker sheet
1 cardboard sheet
1 golf tee
tape and glue
chalk and pencil
compass

8. Shadow Tracking PLAN/PROCEDURE:
a. Place the tracker on level ground in the sun.
b. Use a compass to orient the tracker north-south. Draw a chalk line around it.
c. Observe the shadow cast by the golf tee. Mark the tip of the shadow with a dot.
d. Write the time by the dot.
e. Repeat the process every hour.

9. Shadow Tracking RESULTS: (graph)
(What was proven in the investigation?)
CONCLUSION:
(Did the investigation support your hypothesis?)

10. Shadow Tracking VOCABULARY: compass –
an instrument used to determine direction. (magnetic north)
sun –
a star around which Earth and other planets revolve (provides heat, light and energy)
direction –
the path or line which something moves or points

11. Shadow Tracking CONTENT/INQUIRY Did every group get a similar pattern?
What would happen if we went out tomorrow and did the same thing?
How can you tell where the Sun is by looking at a shadow?
Why did the shadows change as the day progressed?

12. Thermometer in Sun and Shade
QUESTION:
How does the thermometer act when placed in the sun, then in the shade?
HYPOTHESIS:
If… then… because…
PLAN/PROCEDURE:
Materials:
2 Thermometers

13. Thermometer in Sun and Shade
2 cardboards sheets
2 Thermometer in Sun and Shade sheets
tape
pencils
Procedure:
1. Move quickly to the sunny area and sit in a line on the ground with your cardboard in front of you and your partner.
2. Take a thermometer reading every minute for 5 minutes. (I will call out when the readings are to be taken.)
3. Move to the shady location and repeat the procedure.

14. Thermometer in Sun and Shade
RESULTS: (graph)
(What was proven in the investigation?)
CONCLUSION:
(Did the investigation support your hypothesis?)

15. Thermometer in Sun and Shade
VOCABULARY:
thermometer –
a tool to measure temperature
elapsed time –
the difference between a starting time and an ending time

16. Thermometer in Sun and Shade
CONTENT/INQUIRY:
At what elapsed time was the temperature the highest? The lowest?
What happens to the temperature outside when the Sun goes down?
What did you observe about temperatures in sunlight and shade?

17. Heating Earth Materials
QUESTION:
What will happen when the Earth materials, sand, dry soil, wet soil, and water, are placed in the sun? In the shade?
Will the temperature change be the same in all materials?
HYPOTHESIS
If…then…because…

18. Heating Earth Materials
PLAN/PROCEDURES:
Materials:
sand, soil, water, cardboard sheet, containers, pencils, Earth Materials in Sun and Shade sheets
Procedures:
Put equal amounts of each material in a container.

19. Heating Earth Materials
Add a thermometer.
Take the containers outside and place them in the shade for 5 minutes.
Record the starting temperature.
Set the containers in the sun.
Record the temperature every 5 minutes for 20 minutes.
Set the containers in the shade.
Record the temperature for another 20 minutes.

20. Heating Earth Materials
RESULTS: (graph)
(What was proven in the investigation?)
CONCLUSION:
(Did the investigation support your hypothesis?)

21. Heating Earth Materials
VOCABULARY:
earth material –
a nonliving substance that makes up or comes from the earth.
energy transfer –
the change of energy from one form to another (light to heat), or the movement of energy from one object to another (air to soil)
heat sink –
material (water) that can absorb a large amount of heat for its volume and release the energy slowly.
solar energy –
energy from the sun

22. Heating Earth Materials
CONTENT/INQUIRY
Which material heated up the most in the sun? The least?
Which materials cooled down the fastest and which the slowest?
What properties are shared by the earth materials that heated up and cooled down the most?
What would happen to the temperature change of the sand if you added water to it?

23. Solar Water Heaters QUESTION: How do you use hot water?
Which do you think uses the most water?
How is the water heated?
*How could solar energy by used to heat water?
HYPOTHESIS:
If…then…because…

24. Solar Water Heaters PLAN/PROCEDURE: Materials:
2 cardboard sheets, 2 Solar Water heaters sheets, 2 containers - ¼ liter, 1 white plastic circle, 1 black plastic circle, 2 thermometers, (lids if necessary)
Procedure:
1. After assembling of the containers:

25. Solar Water Heaters PROCEDURE: (con’t)
2. Have teams add 100 ml of water to their water heaters.
3. Measure and record the starting temperature of the water.
4. Go outside.
5. Announce the start of the first 5-minute period.
6. Have the air monitor announce the air temperature for all teams to record.
7. Record temperatures every 5 minutes for 20 minutes.

26. Solar Water Heaters RESULTS: (graph)
What was proven in the investigation?
CONCLUSION:
Did the investigation support your hypothesis?

27. Solar Water Heaters VOCABULARY: absorb –
to take up, soak in, or capture. (Black plastic absorbs the Sun’s energy.)
reflect –
to bounce back (White plastic)
solar collector –
a material used to capture solar energy in a water heater or other device

28. Solar Water Heaters CONTENT/INQUIRY:
What is it about the black plastic that caused the water to heat up the most?
What could have caused the solar water heater with the lid to heat up more than the open solar water heater?

29. Surface-Area Effect QUESTION:
What factor or variable are you investigating?
What variables need to be controlled so that you can make a fair comparison of the effect of surface area?
What other materials do you need?
HYPOTHESIS:
If…then…because…

30. Surface-Area Effect PLAN/PROCEDURE: Materials:
2 cardboard sheets, tape, 2 plastic collectors, 2 large zip bags, 1 syringe, 1 liter container of water, 2 thermometers
Procedure:
1. Set up the water heaters.
2. Plan for recording.

31. Surface-Area Effect Procedure: (con’t)
3. Record the temperature before going outside.
4. Move outside.
5. Collect data; record temperature every 5 minutes for 20 minutes.
6. Return to class.

32. Surface-Area Effect RESULTS: (graph)
What was proven in the investigation?
CONCLUSION:
Did the investigation support your hypothesis?

33. Surface-Area Effect VOCABULARY: surface area –
the total surface of an object
CONTENT/INQUIRY:
1. Is there a relationship between the surface area of a collector in a solar water heater and the temperature of the water?
2. What would you change in your water-heater design to make the water even hotter?
3. What effect does the surface area of a solar collector have on the rate and amount of temperature change in a solar water heater?

34. Solar Houses QUESTION:
How do you think your orientations might affect how warm the house gets?
HYPOTHESIS:
If…then…because…
PLAN/PROCEDURE:
Materials:
journals, solar houses, pencils, 1 thermometer, 1 Space heating sheet

35. Solar Houses PROCEDURE: 1. construct house
2. Orientation of the houses
3. Record starting temperature; open the left wall of their solar houses, wait in the shade for 1 minute, and record the temperature of the air in their houses.
4. Move houses to the sun, wait for time to be call, (every 5 minutes) and record temperature.
5. Return to the shade and record temperature.
6. Return to class.

36. Solar Houses RESULTS: (graph) What was proven in the investigation?
CONCLUSION:
Did the investigation support your hypothesis?

37. Solar Houses VOCABULARY: space heating –
the transfer of heat energy to air in an enclosed space
Orientation –
the direction of an object in relation to another object (2nd)
Greenhouse effect –
the heating of a closed space when light energy enters, is transformed into heat, which is unable to disperse, resulting in heat buildup.

38. Solar Houses CONTENT/INQUIRY:
How did orientation affect space heating of the solar house?