The Arizona STEM Acceleration Project

Solar Amusement Park Ride

Solar Amusement Park

A 6th grade STEM lesson

Tina Kennedy

6/22/23

Notes for teachers

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• This was a 4-day, 40-minute period class activity.
• Students worked in groups of 2-3 but depends on how many solar panels you have.
• Indoor testing light helpful - clamp light with aluminum reflector.
• Keep an eye on the weather for sunny days for testing panels outdoors and explore effectiveness of panel angles and time of the day.
• An emphasis on a solar-powered ride that can spin.
• Encourage students to use the engineering design process for the prototype - and refine/change as needed.

List of Materials

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• Solar cell
• Simple motor fan
• Alligator clips to extend wire length from solar panel to motor
• Styrofoam and/or paper plates, bowls, cups
• Plastic silverware
• Cardboard boxes, packing materials
• Tape (all kinds)
• Wooden dowels or skewers
• Disposable pie tins
• Straws, pipe cleaners, wire, string/yarn
• Repurposed/recyclable supplies
• Propellers

Arizona Standards

6.E1U1.6 Investigate and construct an explanation demonstrating that radiation from the Sun provides energy and is absorbed to warm the Earth’s surface and atmosphere.

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6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

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NGSS Standards

MS-PS3-3: Apply scientific principles to

design, construct, and test a device that

either minimizes or maximizes thermal

energy transfer

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

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Criteria

Design and build a prototype that is:

1. free standing
2. spinning
3. solar-powered ride

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Constraints:

Materials :

• Solar cell
• Simple motor fan
• Alligator clips to extend wire length from solar panel to motor
• Styrofoam and/or paper plates, bowls, cups
• Plastic silverware
• Cardboard boxes, packing materials
• Glue and tape (all kinds)
• Wooden dowels or skewers
• Disposable pie tins
• Straws, pipe cleaners, wire, string/yarn
• Repurposed/recyclable supplies
• propellers

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Objectives:

• Today we will explore how solar panels work
• Today we will investigate angles of the sun to maximize solar energy
• Today we will understand the importance of detailed designs to create a prototype
• Today we will collaborate and communicate effectively with our peers. Students will respect all ideas and opinions and come to a consensus for the team’s design and roles of the team members
• Today we will review the engineering design process and create in teams a solar powered amusement park ride
• Today we will analyze results and efficiency of design and modify as needed

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Agenda Day 1 and 2

Day 1 - 40 minutes

• What is solar energy? Energy 101 Solar Power Video
• How do solar cells work?
• Bill Nye Video
• Explore outside with effectiveness of solar panels in different cardinal directions by speed of the motor shaft
• Create groups and brainstorm individual ideas or team idea
• Begin sketching ideas and allow students to see available supplies

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Day 2 - 40 minutes

• Finish design and label supplies utilizing
• Begin with the base to support the motor so it is free standing
• Test the base with the solar panel when done to make sure it can support the weight, modify as needed
• Make sure wires from the motor are accessible to connect to the solar panel.

How can we capture the energy from the Sun to generate electricity?

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Energy 101 - Solar Energy Video

http://www.explainthatstuff.com/solarcells.html

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Bill Nye - Solar Energy

Agenda Day 3 and 4

Day 3 (40 minutes)

• Create/modify base to make free standing
• Referring to the design, add the spinning ride to the base
• Test ride with solar panel and modify if needed
• Create seats for riders on the prototype
• Decorate and create a name for your ride

Day 4 (40 minutes)

• Last minute modifications
• Share and present
• Reflection

Student Assessment

Test your solar powered amusement park ride

• Does the motor spin when the solar panel in the sun?
• Does the solar panel transfer energy to the ride?
• Was the ride free-standing?
• Were you able to improve your ride?
• If yes, what did you change?

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Teacher Assessment

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Were students on tasks?

Were students working collaboratively?

Did students provide their best effort?

Did they need support persevering?

Were students safe and appropriate with supplies?

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Differentiation

Provide support with groups that have strong opinions and take over all the responsibilities for the project by reviewing jobs for each person in the team.

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Some students were not able to make their ride stable and free-standing. Have them hold the project so they can show the use of solar panel to spin the ride for the presentation day.

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Continue to walk around and monitor students staying on task and being safe with supplies.

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Provide support for students that have been absent to join a group or modify an activity so they are included in the project.

Remediation

Extension/Enrichment

If students finish early, extend the height of their amusement park ride or add more seats to their ride.

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Supporting Documents (photos, documents)

Original Idea from QUEST lesson

Student ejourney about solar energy from SRP Allow at least 50 minutes

Videos/Photos of student work

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