| SOLAR
ENERGY MODULE MATRIX |
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SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
SUN
TRACKING
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Students
observe the changes in shadows over a day and relate the position
of the Sun to the shadows. They make and use a shadow tracker
to systematically monitor the position of the Sun. |
•
Shadows are the dark areas that result when light is blocked.
• The length of a shadow depends on the position and orientation
of Earth relative to the Sun.
• The lengths of shadows on Earth change as the Sun's
position in the sky changes during the day. |
•
Observe and compare shadows over time.
• Organize information and communicate results.
• Relate the position of the Sun to a shadow's shape and
direction. |
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2. |
HEATING
THE EARTH |
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Students
set up an investigation to find out what happens when the Sun
shines on four earth materials: water, sand, dry soil, and wet
soil. They relate the differences in temperature change to the
properties of the materials. |
•
Change of energy from one form to another or the movement of
energy is called energy transfer.
• Energy from the Sun is absorbed and released by different
materials at different rates.
• A heat sink is a material that can absorb a large amount
of heat for its volume and release the energy slowly. |
•
Observe and compare temperature change of different materials
over time.
• Organize and communicate results of investigations.
• Relate the rate and amount of temperature change to
properties of materials. |
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3. |
SOLAR
WATER HEATERS |
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Students
investigate ways to capture solar energy to heat water in containers
and zip bags. They investigate color, surface area of the collector,
and a cover on the heater. They establish relationships between
the variables in the solar water heater and the rate of temperature
increase. |
•
The color of the collector in a solar water heater affects the
change in water temperature.
• Placing a clear cover on a solar water heater affects
the change in water temperature.
• The surface area of the collector in a solar water heater
affects the change in water temperature. |
•
Observe and compare the effect of different colors and covers
on solar water heaters.
• Organize data and communicate results on graphs.
• Relate the surface area of a collector to energy transfer. |
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4. |
SOLAR
HOUSES |
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Students
are challenged to discover the most effective way to heat a
house with solar energy. They assemble a cardboard house and
investigate variables of window orientation, interior color,
heat sink, and insulation. They establish a relationship between
the variables in a solar house and the efficiency of the heating. |
•
The change of energy from one form to another or the movement
of energy is called energy transfer.
• A heat sink is a material that can absorb a large amount
of heat for its volume and release the energy slowly.
• Insulation can be used in a solar house to maintain
its inside temperature.
• Solar energy is energy from the Sun that comes to Earth
in the form of light.
• Space heating is the transfer of heat energy to air
in an enclosed space. |
•
Observe and compare the effects of variables on solar-house
heating efficiency.
• Use information to build an efficiently solar-heated
model house.
• Investigate insulation as a means of holding heat in
a space. |
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