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AMSTI 5th Grade Year Two Science Training

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1 AMSTI 5th Grade Year Two Science Training
Solar Energy AMSTI 5th Grade Year Two Science Training

2 Introductory Activity
With the people at your table, discuss how the sun affects our lives. Use chart paper to record your thoughts. Try to use words and illustrations in your response. Be creative!

3 Shadow Play Discussion questions: What is a shadow?
What do you need in order to have a shadow? Do you have one all the time? What would happen to your shadow if you stood in the same spot all day?

4 How does your shadow look at different times of the day?
Question How does your shadow look at different times of the day?

5 Hypothesis/Prediction
Throughout the day, I predict that my shadow looks…

6 Plan/Procedure For this activity, we will be going outside, and you will be working with a partner. Each pair will need to spread out so their shadows are not overlapping. Also, think about buildings and trees that might overshadow the spot where you are working throughout the day. Take turns tracing each other’s shadow. Write your name and the time of day inside your shadow. We will repeat this process 2-3 more times throughout the day.

7 Record the changes your observe in your shadow.
Results/Data Record the changes your observe in your shadow.

8 Results/Data Your shadow changed in two ways:
Shape (what it looks like) Orientation (direction it points)

9 Why did your shadows change shape and orientation?
Conclusion In complete sentences, explain the following question: Why did your shadows change shape and orientation?

10 Vocabulary Shadow - the dark area created by an object that blocks light Orientation - a position or arrangement in relation to another position or location

11 Content and Inquiry How did you create a shadow when you were outside?
How did your afternoon shadow compare to your morning shadow? Why did your shadow change shape and orientation?

12 Content and Inquiry 1. How did you create a shadow when you were outside? Opaque objects, like bodies, block light from the Sun, creating a shadow behind the object. 2. How did your afternoon shadow compare to your morning shadow? The shape and orientation of shadows change as the day progresses. 3. Why did your shadow change shape and orientation? The orientation and shape of outdoor shadows change because the position of the Sun changes continuously.

13 Shadow Tracking Discussion questions:
When you know the location of the light source, like this ruler, where will its shadow fall? Can you use a shadow to predict the position of the Sun?

14 How can you tell where the Sun is by looking at a shadow?
Question How can you tell where the Sun is by looking at a shadow?

15 Hypothesis/Prediction
I predict that I can use a shadow to tell the position of the Sun by…

16 Shadow Trackers Materials Needed: Piece of cardboard Tape
Shadow Tracker sheet Golf tee

17 Shadow Trackers Procedure for Construction:
Tape the Shadow Tracker sheet to the piece of cardboard. Make sure that the bottom of the sheet is level against the bottom of the cardboard. Glue a golf tee on the circle at the intersection of the N-S and E-W lines. Wait for the glue to dry.

18 Shadow Trackers Using the Shadow Tracker:
Place the tracker on level ground in the sun. Use a compass to orient the tracker north-south. Draw a chalk line around it. Observe the shadow cast by the golf tee. Mark the tip of the shadow with a dot. Write the time by the dot. Repeat steps 3-4 every hour.

19 Using A Compass When we get outside, your group will need to orient your Shadow Tracker and compass, making sure the N-S line on the sheet aligns with the N-S line on the compass. Use tape to stick the compass to the compass rose on the Shadow Tracker. Remember, the painted end of the compass always faces north. Place the compass dial over the needle, lining up the center circles. Line the dial up so that north matches the north end of the needle.

20 Plan/Procedure For this activity, we will be going outside, and you will be working with a partner. Orient your Shadow Tracker and compass, then tape the compass onto the compass rose. Trace the outline of your Shadow Tracker. Record a dot at the top of your first shadow and write the time. Repeat step 4 every hour throughout the day.

21 Results/Data Did every group get a similar pattern?
What would happen if we went out tomorrow and did the same thing? Why?

22 How can you tell where the Sun is by looking at your shadow?
Conclusion In complete sentences, explain the following question: How can you tell where the Sun is by looking at your shadow?

23 Shadow Tracking Extension
When I turn the lights in the classroom off, use a flashlight to reproduce the shadows recorded on your Shadow Tracker.

24 Vocabulary Compass - an instrument used to determine direction; the needle in a compass always points to magnetic north Sun - a star around which Earth and other planets revolve; it furnishes heat, light, and energy Direction - the course or line along which something moves, lies, or points

25 Vocabulary Revolve/Orbit -
the path, usually an elliptical shape, one object takes around another Rotate - to rotate on a center point Axis - the line, usually imaginary, around which an object, like Earth, rotates

26 Content and Inquiry 1. How can you tell where the Sun is by
looking at a shadow? 2. Why did the shadows change as the day progressed?

27 Content and Inquiry 1. How can you tell where the Sun is by looking at a shadow? The Sun is always on the opposite side of the object creating the shadow. 2. Why did the shadows change as the day progressed? The Sun’s position in the sky changes. The higher the Sun in the sky, the shorter the shadows are.

28 Question How does the thermometer act when placed in the Sun, then in the shade?

29 When a thermometer is moved from the
Hypothesis When a thermometer is moved from the sun to the shade, I predict it will…

30 Vocabulary Thermometer -
A thermometer is a thin glass tube filled with colored alcohol. As the alcohol warms, it expands and travels up the tube. When the alcohol cools, it contracts and goes back down the tube. To use the thermometer, you put the bulb in the fluid (liquid or gas) to be measured for temperature.

31 Using A Thermometer With your group, complete the following activities: Determine the temperature at your desk. Find a location in the room that is warmer. Find a location in the room that is cooler.

32 Using A Thermometer Discussion questions:
What is the best way to hold a thermometer to measure the room temperature? How long does it take for the alcohol in the tube to reach the temperature of its surroundings?

33 Thermometers in the Sun and Shade
Each group will need to construct the following tool to collect temperature measurements in the sun and shade: Tape the Thermometer in the Sun and Shade sheet to a piece of cardboard. Tape the thermometer to the sheet.

34 Results/Data Each group will record their data on their Thermometer in the Sun and Shade sheet, but you will also need to copy the chart in your lab notebook. When we get back to the classroom, we will calculate the temperature changes.

35 Results/Data At what elapsed time was the temperature the highest? Lowest? What happens to the temperature outside when the Sun goes down?

36 In complete sentences, explain the following question:
Conclusion In complete sentences, explain the following question: How does the thermometer act when placed in the sun, then in the shade?

37 Vocabulary Thermometer - A tool to measure temperature Elapsed time -
The difference between a starting time and an ending time

38 Content and Inquiry What did you observe about temperatures in sunlight and shade? Temperature in the sunlight is usually higher than temperature in the shade.

39 Question What will happen when the Earth materials, sand, dry soil, wet soil, and water, are placed in the sun, then in the shade?

40 Prediction/Hypothesis
For this activity, each group will test a different Earth material, then we will share our results. I predict the Earth material, __________, will ____________________________ as it moves from the sun to the shade.

41 Heating Earth Materials
Discussion questions: What will happen to these Earth materials when they are placed in the sun? Will the temperature change be the same in all materials? What will happen when they are placed in the shade?

42 Heating Earth Materials
Preparing for the measurements: Put 100 ml of your Earth material in the clear disk. Cover the disk with a lid and thermometer. Tape the Earth Materials in Sun and Shade sheet to the cardboard.

43 Results/Data Each group will record their data on their Earth Materials in Sun and Shade sheet, but you will also need to copy the chart in your lab notebook. When we get back to the classroom, we will calculate the temperature changes.

44 Temperature Change in Sun
Class Results/Data Copy the following chart into your lab notebook: Temperature Change in Sun 0 min 3 min 6 min 9 min 12 min Temp. Change Sand 22 35 40 42 45 23 Water 26 28 30 32 10 Dry Soil 36 43 46 47 25 Wet Soil 39

45 Temperature Change in Shade
Class Results/Data Copy the following chart into your lab notebook: Temperature Change in Shade 15 min 18 min 21 min 24 min Temp. Change Sand 40 36 35 5 Water 31 30 1 Dry Soil 43 37 33 10 Wet Soil 42 38 7

46 In complete sentences, explain the following question:
Conclusion In complete sentences, explain the following question: How does the amount of sun and shade affect the temperature of Earth materials, sand, water, dry soil, and wet soil?

47 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, or the movement of energy from one object to another

48 Vocabulary Heat sink - A material, such as water, that can absorb a large amount of heat for its volume and release energy slowly Solar Energy - Energy from the Sun; this energy takes several forms, including visible light and infrared light that can be felt as heat

49 Content and Inquiry 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 of the sand if you added water to it?

50 Content and Inquiry 1. Which materials cooled down the fastest and which the slowest? The dry soil cooled down the fastest; water cooled down more slowly. 2. What properties are shared by the earth materials that heated up and cooled down the most? Both were solid, dry earth materials 3. What would happen to the temperature of the sand if you added water to it? It might not heat up as much.

51 Color and Absorption Discussion questions: How do you use hot water?
Which do you think uses the most hot water? (Rank your items from #1) How is the water heated? How could solar energy be used to heat water?

52 What did we use as “collectors” in the last investigation?
All solar water heaters use some kind of “collector” to soak up the Sun’s energy. What did we use as “collectors” in the last investigation? sand, soil, and water

53 What makes the best solar water heater?
Question What makes the best solar water heater?

54 Prediction/Hypothesis
I predict the ___________ container will make the best solar water heater because _______________________. Use one of the following choices to complete your hypothesis: White covered White uncovered Black covered Black uncovered

55 Preparing the Solar Water Heaters
Each group needs the Solar Water Heaters sheet, and each student needs the Solar Water Heaters: Class Chart. Tape the Solar Water Heaters sheet to your cardboard. Line your container with the colored plastic, then fill it with 100 ml of water. Depending on your group’s assignment, either cover it and add the thermometer, or just add the thermometer. Make sure the bulb is in the water.

56 Results/Data Your group will record their data on their Solar Water Heaters sheet, and when we get back to the classroom, we will compile our class data on the Solar Water Heaters: Class Chart.

57 Graph As a class, we will complete the Solar Energy Graph for Color and Absorption.

58 Color and Absorption Reflection questions:
What did you notice when you felt the black and white squares that were exposed to the sun? Try to explain why this happened. How do you think the black collector makes the water hotter? How do you think the covered container makes the water hotter? How do you think energy absorbed by the black plastic heats the water? What do you think is the best design for a solar water heater? What is your evidence?

59 In complete sentences, explain why the ________________
Conclusion In complete sentences, explain why the ________________ made the best solar water heater.

60 Vocabulary Absorb - to take up, soak in, or capture (black plastic absorbs the Sun’s energy) Reflect - to bounce back (white plastic reflects the Sun’s energy) Solar Collector - a material used to capture solar energy in a water heater or other device

61 Content and 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 that the open solar water heater?

62 Content and Inquiry What is it about the black plastic that caused the water to heat up the most? Black plastic absorbs solar energy, which it transfers to the water by contract. What could have caused the solar water heater with the lid to heat up more that the open solar water heater? A cover keeps the heat inside the container.

63 Question What affect does the surface area of a solar collector have on the rate and amount of temperature change in a solar water heater?

64 Prediction/Hypothesis
I predict the surface area of a solar collector will affect the rate and amount of temperature change in a solar water heater by…

65 Preparing the Solar Water Heaters with Various Collector Sizes
Each group will test a different size collector: large, medium, small, and none (zero). Tape your collector to the white side of your piece of cardboard. Use a syringe to put 200 ml of water in a ziploc bag. Put a thermometer in the bag of water. Lay the bag down and gently let the air out of the bag before sealing it. Place the bag on top of the collector that is taped to the cardboard. To read the temperatures, pick up the bag at the zipper end, wait a few seconds for the water to mix, and read the thermometer through the bag.

66 Results/Data 15 20 22 24 14 19 16 21 27 23 26 0 min. 5 min. 10 min.
While we are outside, your group is responsible for their own data, and when we get inside, you will share your data with your classmates. Copy the following chart into your lab notebook: Units of Area 0 min. 5 min. 10 min. 15 min. 20 min. Zero 15 20 22 24 Small 14 19 Medium 16 21 27 Large 23 26

67 Graph As a class, we will complete the Solar Energy Graph for Surface-Area Effect.

68 Surface-Area Effect Discussion questions:
Is there a relationship between the surface area of a collector in a solar water heater and the temperature of the water? What would you change in your water heater design to make the water even hotter?

69 Conclusion In complete sentences, explain the effect the surface area of a solar collector has on the rate and amount of temperature change in a solar water heater.

70 Vocabulary Surface area -
the total surface of an object; for a rectangle or square surface it equals length times width

71 Content and Inquiry What effect does the surface area of a solar collector have on the rate and amount of temperature change in a solar water heater?

72 Content and Inquiry What effect does the surface area of a solar collector have on the rate and amount of temperature change in a solar water heater? Larger collector surface areas cause the water to heat up more and faster.

73 Solar Houses Discussion questions:
What kinds of energy do you use on a typical day? What are some of the things you use that energy for?

74 Nonrenewable and Renewable Resources
Many of the fuels we use to generate energy to heat our homes are nonrenewable fossil fuels, such as gas, coal, and oil. Nonrenewable means that once you have used it, it cannot be replaced.

75 How will the orientation of your house affect how warm the house gets?
Question How will the orientation of your house affect how warm the house gets?

76 Prediction/Hypothesis
The orientation of our house will affect how warm it gets by…

77 Procedure As a class, construct solar house.
Tape the thermometer so that it is easily readable without the bulb in the direct sunlight. When we go outside, we will go the shade first, wait one minute, then take our 1st reading. Then, we will put the solar houses in the sun for 15 minutes and record the temperature at 5 minute intervals. Lastly, we will put the solar houses in the shade for 15 minutes and record the temperature at 5 minute intervals.

78 Results/Data Your group will record their data for house 1 on their Space Heating sheet, and when we get back to the classroom, your “partner group” will share their data for house 2 on the Space Heating sheet.

79 How did orientation affect space heating of the solar houses?
Conclusion In complete sentences, explain your answer to the following question: How did orientation affect space heating of the solar houses?

80 Vocabulary Space heating -
the transfer of heat energy to air in an enclosed space


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