LESSON 14
Solar Car Experiment
Overview
Through an Engineering Design exercise students test the performance of
two different solar car designs.
Student
Learning
Targets
•
•
NGSS
MS-ETS1-1.
I understand that using energy from the sun and converting it to electricity
with solar panels can power electric cars and reduce our use of fossil fuels
like petroleum.
I can design and test a solar car using engineering design principles.
Define the criteria and constraints of a design problem with sufficient
precision to ensure a successful solution, taking into account relevant
scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2.
Evaluate competing design solutions using a systematic process to
determine how well they meet the criteria and constraints of the
problem.
MS-ETS1-3.
Analyze data from tests to determine similarities and differences
among several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
MS-ETS1-4.
Develop a model to generate data for iterative testing and modification
of a proposed object, tool, or process such that an optimal design can
be achieved.
Background
• Increasing the amount of light hitting a solar panel increases the
amount of electricity it generates
• The angle of a solar panel to the light source affects the amount of
electricity the panel generates
• The smaller the angle between a solar cell and a light source the
greater the electricity generated
• Electric motors transform electrical energy into mechanical energy
(motion) that can be used to do work (i.e. move a solar car)
• Electric cars that use electricity from the sun don't need any fossil fuels
LESSON 14 Solar Car Experiment
Nagele, et al. 2016
page 150
• Using the Engineering Design Template see Oregon Dept of Education
site
http://www.ode.state.or.us/wma/teachlearn/testing/scoring/guides/2
011-12/science_engdesign_notebooktemplate_ms.pdf
• Or modified template from Happy Valley
http://blogs.canby.k12.or.us/uploads/salisbum/engineer%20exp%20te
mp.pdf
Vocabulary
See Lesson 13.
Materials
For each student
Science notebook and pencil
Solar Car Experiment Report
Graph paper
Metric ruler
(Compasses if available)
For class to share
Mini solar panels of different voltages and amperages (as available)
5 or more 180 watt lamps with 180 watt incandescent bulbs
Sidewalk chalk
Stop watch
SunWind Solar Car Kit (gear directly transfers energy from motor to
wheels
SunWind Solar Car Kit (drive belt transfers energy from motor to
wheels
Extra parts for car kits
Race track boards
Lighting for track if used indoors or on cloudy days
Compasses (if available)
Preparation
Set up materials for team or individual experiment and race track
including work tables with AC power supply to power 180 watt lamps for
students to test the operation of their solar cars before racing. Lay out
multiple stations with solar car materials.
Time
Three- 45 minutes lessons to finish
Day 1- Students review the problem, complete “Constraints” and
“Background Research, and begin to design and build their cars.
LESSON 14 Solar Car Experiment
Nagele, et al. 2016
page 151
Day 2- Students complete the design and building of their cars, test their
cars, and begin modification of their design. If time, students test their
modified car and evaluate it.
Day 3- Students finish modifying and testing their cars, and complete
“Improvements” and “Conclusion” of the handout.
Procedure
1. Briefly discuss topics presented in previous lessons:
• Fossil fuels are non-renewable resources that pollute the
environment.
• Solar radiation (solar energy) is an unlimited renewable resource.
• Solar energy can help us reduce our use of fossil fuels.
• Solar energy can be converted directly into electricity using solar
panels.
• Electric motors transform electrical energy into mechanical
energy (motion) that can be used to do work (i.e. move a solar
car).
• Electric cars that use electricity from the sun don't need any fossil
fuels.
2. Brief review of previous solar panel lessons including the following
points:
• Increasing the amount of light hitting a solar panel increases the
amount of electricity it generates.
• The angle of a solar panel to the light affects the amount of
electricity it generates.
• Use engineering design template in student journal
http://blogs.canby.k12.or.us/uploads/salisbum/engineer%20exp%20t
emp.pdf
3. Introduce the materials that will be used for the experiment.
4. Divide the students into teams of four (or each individual student)
and instruct them to form their team at a work station.
5. Hand out one copy of handout 1 “Solar Car Experiment Report” to
each student (or group).
6. Have the students fill in the names of each team member on the first
page of the “Solar Car Design and Engineering” handout.
LESSON 14 Solar Car Experiment
Nagele, et al. 2016
page 152
7. Distribute car kits to each team and review with them the car
material supplies. Have each team do an inventory of the materials at
their work station.
8. Have the teams discuss potential designs for their solar car; then each
student draws a sketch of the car design on their graph paper. Have
students label the car parts in their sketch/design. They can refer to
the list of materials on their handouts for the names of the parts.
9. Have the team assemble their solar car according to their design
sketch and test it under a lamp.
10. Inform students that if their car doesn’t work as designed, they must
“go back to the drawing board” as engineers do, and redesign, sketch,
and test their car.
11. Once their car passes the light test, teams should proceed to the track
to race and time their cars.
NOTE: Check the graph paper drawing of each student for
completeness before allowing them to race their cars.
12. Have a member of each team line up the solar car (for Time Trial 1) at
the beginning of the race track. He/she lets the car go when signaled
by the instructor who is timing the race trials. The instructor stops
timing after the car crosses the finish line, and then allows each
student to record the time from the stopwatch on their handout.
NOTE: The solar cars may or may not travel in a straight line. Team
members should be ready to straighten out the path of the car if it
exits the race track.
13. Allow the teams to make modifications to their car, or try using other
materials (as provided) to improve their race time. Tell the students
to record the modifications in their handout sketches/designs.
14. The teams race their cars a second time (for Time Trial 2) and each
student records the time on their handout.
15. Have teams disassemble their solar cars and return parts to the kit
containers.
16. Have students fill in the remainder of the “Solar Car Design and
Engineering” handout.
LESSON 14 Solar Car Experiment
Nagele, et al. 2016
page 153
17. Students share their results.
Assessment
Score the “Solar Car Design and Engineering” handout.
LESSON 14 Solar Car Experiment
Nagele, et al. 2016
page 154