DRI GreenPower Program Green Box
H.S. Solar Energy: Solar Powered Cars
Created by:
Learning Cycle 5E Lesson
Based upon and modified from Roger Bybee* (1990)
*Bybee, R & Landes, N. (1990). Science for life and living: An elementary school science program from
Biological Sciences Curriculum Study (BSCS). American Biology Teacher. 52 (2). 92-98.
Solar Powered Cars
Next Generation Science Standards (NGSS)
Physical Science:
 HS-PS1-4. Develop a model to illustrate that the release or absorption of
energy from a chemical reaction system depends upon the changes in total
bond energy.
 HS-PS2-6. Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.
 HS-PS3-2. Develop and use models to illustrate that energy at the
macroscopic scale can be accounted for as a combination of energy associated
with the motions of particles (objects) and energy associated with the relative
positions of particles (objects).
 HS-PS3-3. Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.
 HS-PS3-5. Develop and use a model of two objects interacting through
electric or magnetic fields to illustrate the forces between objects and the
changes in energy of the objects due to the interaction.
 HS-PS4-1. Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves traveling
in various media.
 HS-PS4-5. Communicate technical information about how some
technological devices use the principles of wave behavior and wave
interactions with matter to transmit and capture information and energy.
 HS-PS1-5. Apply scientific principles and evidence to provide an
explanation about the effects of changing the temperature or concentration of
the reacting particles on the rate at which a reaction occurs.
Earth Science:
 HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts
of human activities on natural systems.
Background Knowledge
Teacher:
The following background knowledge is from the National Research Council. A
Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core
Ideas. Washington, DC: The National Academies Press, 2012.
Through this lesson students will be able to take the information gathered from
previous lessons in the Green Box to build solar cars. Working collaboratively in
teams, students will work to build the fastest, most effective solar car from kits.
They will build and refine their solar cars within given restraints to convert one
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form of energy into another form of energy. In this case the cars will convert solar
energy, to electrical energy, to mechanical energy to ultimately move the solar cars.
Students will also explore engineering concepts throughout this lesson as well.
Electric power generation is based on fossil fuels (i.e., coal, oil, and natural gas),
nuclear fission, or renewable resources (e.g., solar, wind, tidal, geothermal, and
hydro power). Transportation today chiefly depends on fossil fuels, but the use of
electric and alternative fuel (e.g., hydrogen, biofuel) vehicles is increasing. All forms
of electricity generation and transportation fuels have associated economic, social,
and environmental costs and benefits, both short and long term. Technological
advances and regulatory decisions can change the balance of those costs and
benefits.
Although energy cannot be destroyed, it can be converted to less useful forms. In
designing a system for energy storage, for energy distribution, or to perform some
practical task (e.g., to power an airplane), it is important to design for maximum
efficiency—thereby ensuring that the largest possible fraction of the energy is used
for the desired purpose rather than being transferred out of the system in unwanted
ways (e.g., through friction, which eventually results in heat energy transfer to the
surrounding environment). Improving efficiency reduces costs, waste materials, and
many unintended environmental impacts.
In this lesson students will be building and refining cars powered by solar cells
(solar cells are human-made devices that capture the sun’s energy and produce
electrical energy). They will also be drawing designs for solar cars of their own
invention. The engineering design process begins with the identification of a
problem to solve and the specification of clear goals, or criteria, that the final
product or system must meet. Criteria, which typically reflect the needs of the
expected end-user of a technology or process, address such things as how the
product or system will function (what job it will perform and how), its durability,
and its cost. Criteria should be quantifiable whenever possible and stated so that
one can tell if a given design meets them.
Student:
A. Prior Standards:
a.
b.
c.
d.
e.
MS.Structure and Properties of Matter
MS.Chemical Reactions
MS.Energy
MS.Engineering Design
MS.Waves and Electromagnetic Radiation
A. Life Experience: Students may already have experience with solar cells being
used in other technology. Students use solar cells in calculators, they might
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notice them on construction signs, on their homes or they may have
neighbors that use them. Students are also very familiar with cars and the
fact that their parents constantly have to fill the cars with gasoline (a fossil
fuel).
Time
90 minutes
Materials List




Solar Car PPT
Student Guides
Building a Solar Car Worksheet
Solar Car (1 per group)
Safety Procedures
Please refer to the instruction manual of the solar car kit. Also, if working outside
in the heat, make sure students don’t get too hot or sunburned.
Engagement
After reviewing Slide 2 with the list of objectives for the class, ask students if they
have ever seen a solar panel. Ask where they have seen them. Ask students if they
know how a solar cell works. Show students Slide 3 including the video
(https://www.youtube.com/watch?v=K76r41jaGJg) that explains how solar cells
work. This is a brief and quick video and may need to be watched twice. After
checking for understanding, show Slide 4 which explains again in simple terms how
a PV cell works.
Ask students what they would use solar energy for? Ask students if they think solar
energy could power a car. What would be some challenges and/or benefits to using
this technology to power a car as opposed to using gasoline? This line of questioning
transitions into the Exploration activity.
Exploration
1. Have students gather in groups of 3-4.
2. It is up to the teacher’s discretion to share the instructions from the kit
manufacturer or not. Show this YouTube for the how-to assemble video:
https://www.youtube.com/watch?v=dCHCy0XruPo
3. Students will need to collect one kit per group and copies of the worksheet –
“Building a Solar Car.” On this sheet students record the process of building
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and refining the solar car, the challenges they faced, the solutions they found
and the final outcomes.
4. Once students have their materials, students can either stay inside the
classroom or outside (preferred method) to build the car.
5. Students can continually refine and test cars.
Explanation
1. Were you able to make your car more efficient? How?
2. How did the sunlight affect the performance of your car? Why?
3. Explain the different forms of energy that were used to make your car work?
What was the main source of energy that was used to power the car?
4. What was your group’s process for identifying and resolving any engineering
issues?
5. How did the solar cell make electricity?
Scientific Vocabulary:
 Photovoltaic effect: The creation of voltage or electric current in a material
upon exposure to light.
 Solar cell (also called a photovoltaic cell): An electrical device that converts
the energy of light directly into electricity by the photovoltaic effect. It is a
form of photoelectric cell (in that its electrical characteristics—e.g. current,
voltage, or resistance—vary when light is incident upon it) which, when
exposed to light, can generate and support an electric current without being
attached to any external voltage source, but do require an external load for
power consumption.
 Engineering: Engineering (from Latin ingenium, meaning "cleverness" and
ingeniare, meaning "to contrive, devise") is the application of scientific,
economic, social, and practical knowledge in order to design, build, maintain,
and improve structures, machines, devices, systems, materials and processes.
The discipline of engineering is extremely broad, and encompasses a range of
more specialized fields of engineering, each with a more specific emphasis on
particular areas of technology and types of application.
 Atom: The atom is a basic unit of matter that consists of a dense central
nucleus surrounded by a cloud of negatively charged electrons.
Elaboration
Students can take time either in class or at home to complete their Student Guides.
In their Student Guides students will be asked to draw a diagram of the solar car
that their group built. Students will need to identify the different parts of the solar
car. They will then need to design and draw plans for a solar car of their own
invention. Once again students will need to identify the different parts of the car.
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Students will need to explain how their model is more effective and efficient than
the one they built.
Evaluation
Formative: Qualitative Data
As students work with their cars constantly ask why and how. Why their solar
module is angled that way? Why is the motor necessary? Why is it (or isn’t it)
working? How they plan to identify and solve problems? How is the solar (or PV)
module creating electricity? How is it getting the energy to make electricity? How
are the wheels being made to move?
Your line of questioning will be fueled by the students and their successes and
challenges.
Summative: Quantitative Data
Students will be handing in their “Building a Solar Car” worksheet as well as their
diagrams.
Rubric:
Comprehensive list of challenges and solutions:
Solutions based on understanding of how PV
cells work:
Overall understanding of how the solar car works:
Understanding of the different types of energy
used to make the car work:
Creative and innovative car design of their
own invention (adding 2-3 new features):
Understanding of transfer of energy:
25
25
25
25
25
15
Clean-up
Students will need to take apart their solar cars and return the parts to their
corresponding kits in an organized and careful manner so as not to break the parts
for the next class.
Students need to return all materials and supplies to where they were originally for
the next class. If it is the last class of the day, have students collect all materials
and return to the Green Box.
Closure
Review Slide 9. Review some of the most common challenges and solutions that the
students discussed during their presentations. Ask students to share some of their
new designs.
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Adaptations for ESL, Special Ed, or G.T.
Not applicable.
Management Strategy
There is one main activity in this lesson that requires students to move around the
classroom and/or outside. Students should exercise a good amount of independence
and critical thinking and engineering skills. To keep students on task, remind them
of time limits and of the critical objective to make their solar car actually work.
Go over the “Building a Solar Car” worksheet and the Student Guide beforehand
letting students know how their work will be assessed. As students will be working
in groups throughout the lesson, talking over the chatter is not recommended.
Engage in low-profile intervention of disruptions and continually move about
visiting different groups and asking the questions listed in the Evaluation section.
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