NASA’S READY-TO-GO SOLAR SCIENCE AND SOLAR ENERGY ACTIVITIES FOR THE K-5 CLASSROOM Ruth Paglierani Center for Science Education Space Sciences Laboratory, UC Berkeley November 1, 2014

THE SOLAR SCIENCE AND SOLAR ENERGY CONNECTION  Knowing about the Sun enhances understanding of solar energy  Solar energy activities provides concrete, safe, first-hand experiences of the Sun  Great opportunities for using math  Authentic uses of expository writing Solar Science and Solar Energy

SETTING THE SCIENCE STAGE  Sun/Earth/Moon system  Size of the Sun  Sun/Earth Distance  Scale  Motion and the Sun

Pre- and Post-Evaluation

Solar Science and Solar Energy Something to write about

Exploring the comparative size and scale of the Sun, Earth and Moon with a student-created model. How Big is the Sun?

Math: prediction, estimation, comparative sizes

Scientific and academic language: labeling, captions, definitions, explanation More Detailed Models

Exploring the distance between the Sun and Earth and their comparative sizes Exploring Scale

Capturing cyclical shadows through observation and illustration Changing Shadows

Safe and easy-to-construct paper plate and plastic straw sundial Using Shadows to Tell Time

 Inquiry-driven discussion  Creating and using models  Hands-on experimentation  Expository reading  Science journals Multiple Learning Modes

Current on-line version of Eye on the Sky

 Solar cookers collect the Sun’s energy and convert it to heat.  The Sun emits light across the entire electromagnetic spectrum.  Most of the invisible light is blocked by Earth’s atmosphere.  The majority of energy reaching the Earth’s surface is visible light. Putting all that sunlight to work

Why use dark materials with solar cookers?  Dark objects absorb much of the light shining on them, while shiny, light objects reflect much of the light  Absorbed light is converted to heat  Take a look at a zebra and the differentiated temperature of black and white stripes. Credit Steve Lowe

 Some solar cookers work by collecting and focusing the Sun’s light so that food can be cooked more effectively. Using Concentrated Energy Curved concentrator or parabolic cookers

 Interior is dark and absorbs light and surfaces HEAT UP. Trapping and Using Heat Box cookers Bag cookers  The cooker is enclosed.  The top allows light to enter through glass or plastic.

Some cookers have dark surfaces AND are enclosed with plastic or glass AND have reflectors outside the enclosure collecting and channeling light into the oven. Combined Effects: Maximizing the Sun Panel cookers

 Visible light passes through enclosure materials.  The interior material absorbs the visible light, heats up and emits infrared light.  The IR is absorbed/reflected back inside by the enclosing materials.  The solar oven heats up and we are cooking W/O gas! Greenhouse Effect

 B= Bring in the maximum sunlight  A= Absorb energy from sunlight  K= Keep the heat inside the cooker  E= Eat and Enjoy food cooked by the Sun. B-A-K-E: The Basics of Solar Energy

Results, if the Sun cooperates…

1 st Year: Pizza Cookers

Color/heat Experiment 2 nd Yr: Experiment Question: What color is most absorbent of light? Prediction: Black Data Collection: Recorded Temp Conclusion

Concepts: Direct sunlight Reflection Heating food Heating Air Insulation More Background

Ruth Paglierani Contact Information