Solar Oven Experiment #1593


#8

I agree about collecting data over time. It could even be done without the solar oven, just taking a reading from your classroom window throughout the year to look for the change in the suns radiation as the seasons change.


#9

That’s a great idea - easy to do! We also have a number of hydroponic systems that I was thinking it would be great to get readings from for both temperature and luminosity.


#10

Great idea! I have a team of students who monitor and track plants we grow under heat lamps/grow lights during the year. I want to get some hydroponic systems as well, and students could use this kit to monitor temperature and other data in both systems.


#11

Where does this lesson fit in with your curriculum (if the lesson is not a fit for the class you teach, how could the lesson be modified so that it is applicable to your curriculum)?
It is pretty easy to place any type of energy transfer into our curriculum because of the 6-8 grade block in NGSS. Solar energy is an awesome part of our schedule during the last month of school. So many opportunities for PBL, speaking with professionals, and student inquiry. This lesson fits right in with our curriculum plan where students build their own solar oven, monitor the temp, and can now measure other things like luminosity.
Which part or parts of the lesson would your students need extra support in order to be successful?
Students would need extra support in areas of coding and placing the sensors. Some students may also need direction during inquiry and finding credible information.
If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
I would act as a facilitator in this lesson, providing key moments for inquiry and expansion of mindset. A successful teacher would monitor student groups to ensure students are maintaining predictions and continuing a path forward. Teachers should be asking prompting questions so students remain curious, while maintaining an inquiry mindset.
If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
Students would play an exploratory role during this lesson. Student success would be understanding how to apply variables, constants, and how to conduct an experiment while keeping it organized and recorded. More specifically, I believe being able to move forward through adverse times.


#12

Loving these ideas flowing here … use for monitoring sun radiation over the seasons and hydroponic systems!! Please let me know if I can help setting something custom up.


#13

Happy that you are finding wiring diagrams for older kits, we work hard to make sure hardware can last and is as backwards compatible as possible. Please let me know if you run into any issues with new lesson not working with older kits. The only major missing option is if you don’t have the OLED display that we started adding to the kit 2018. I can create a 30% discount code for you (or any current customer that’s reading) … Just e-mail me at kevin@becauselearning.com . Understand funding can be tight, I will keep this option open to add a few to your classroom when the time may be right for you. Thanks!


#14

Where does this lesson fit in with your curriculum (if the lesson is not a fit for the class you teach, how could the lesson be modified so that it is applicable to your curriculum)?
This lesson got me thinking about one of our engineering standards that involves designing or judging a device that can slow or change the rate of a phase change. I think this lesson can be modified to fit this nicely. We could see who can melt an ice block the fastest or boil a small amount of water the fastest. The sensor kit works great and is easy to set up and read. I had fun with the code a little as I added three LED (green, yellow, and red) and two more alarm thresholds to get the light to light up in sequence. Green was safe temp, yellow was approaching “danger”, and red when it got too hot.
Which part or parts of the lesson would your students need extra support in order to be successful?
I like the resources included with this lesson. This lesson is well laid our with visual instructions and models. I think having one simple pre-made example to look at along with the video and text would be enough for most students to be able to successfully complete this lesson.
If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
Provide time and resources and get out of the way. I think this would be a highly engaged class session. There is reading, discussing, building, data collection, graph interpretation, and conclusions. Plus the possibility of going outside!
If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
As mentioned above there are several different instructional activities in this lesson that will make it both rigorous and engaging for the students. I think this would be one they would enjoy greatly, remember fondly, and learn a lot from.

Our only challenge here in Cache valley is timing. Sometimes we go weeks without seeing much sun. This lesson feels like it could be modified to accommodate a variety of conditions. I am excited to try a few variations of this in the coming months.


#15

Where does this lesson fit in with your curriculum (if the lesson is not a fit for the class you teach, how could the lesson be modified so that it is applicable to your curriculum)? I will be able to use this lesson as an enrichment, and definitely during the summer when we have STEM camp. It usually gets so hot here, that people have tried to bake cookies on their dash, and actually fry eggs on the pavement. So to see how fast certain foods would cook is interesting.

Which part or parts of the lesson would your students need extra support in order to be successful?
I think this would be a great hands on activity, and as long as they use pot holders so they don’t burn themselves, and some type of tongs to pick up the food.
If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson? I would make sure that they use safe food handling practices, as well as purchase the supplies, and facilitate the lesson while they have to create and design the ovens.

If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like? Students will be innovaters in this lesson. I can not wait to try it!


#16

Where does this lesson fit in with your curriculum?
I love this lesson. This lesson fits in perfectly with my curriculum. I teach forms of energy including solar energy. My students always build a solar oven and we cook Smores. This will be a wonderful addition to that lesson!

Which part or parts of the lesson would your students need extra support in order to be successful?
I think my students will be able to accomplish this lesson completely on their own.

If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
My role would be to make sure the students don’t burn themselves completely this activity. I will also make sure all students are actively engaged during the activity and provide supplies…

If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
In this lesson, the students will take an active role in their own learning. They should be able to complete all components on their own. They will be able to build their own solar oven and gather the data themselves.


#17

great idea about the volume of the oven. I also teach thermal energy in my classroom.


#18

Love this experiment, mainly because it goes along with something that I have been doing for the past few years with my students. We learn about solar energy, convection, and conduction. In the past my students have also had to build their own solar ovens. We have tried to cook smores and grilled cheese sandwiches. In the past I always just gave them pieces of cardboard and the other supplies and they had to actually build it from scratch, no pizza box. For this experiment, I actually got a pizza box. Also, FYI, since I will be doing this again when it gets warmer I asked the pizza place if they would donate boxes for a class project and they did. When I did this it was 61 degrees outside and the temp is dropping. I started it around 10:00 since I was trying to hit the warm part of the day in the next few hours. This experiment was a bust for me today only because the outside temp is so cold. I know it would work though if it was warmer. We did other things like put it by the fire and blew on the sensor just to see the data collection. I can’t wait to do this though with my students, as I have never been able to accurately know who’s solar oven was better at conducting and building up heat. I will be using the sensors this year to have them collect data. Also, on a side note we have a solar panel on our roof for water and the temp read 122 degrees. I didn’t put the pizza oven up there though. :slight_smile:


#19

I love the addition of the light sensors for specific temperature ranges.


#20

Where does this lesson fit in with your curriculum?
At this time of year … nope. However, as we start the year and talk about the history of technology, I’m sure I’d be able to fit it, or something similar, into the curriculum…

Which part or parts of the lesson would your students need extra support in order to be successful?
It’s pretty straightforward but sometimes students need help assembling things properly. We would also need to review simple geometry to help them determine optimal angles for the sun’s rays etc.

If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
I would provide the initial direction, purpose of the lesson and then let the students decide on the final design specifications.

If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
Students would be the final designers, testers and sharers. Actually being able to cook something would be test of success, but it would also be interesting to see students go further by making the oven more durable, portable and perhaps with increased capacity. I’d like to see them compare the success of smaller ovens to that of larger ovens and then determine what creates the differences, in any.


#21

Weather is indeed a factor. Although winter is always obviously cooler, this year has just seen a lot of rain with very cloudy weather so agreed that a different time would be better.


#22

Hadn’t thought of that, but unfortunately I’m in a concrete block “bunker”. We’d have to come up with a way to periodically collect data remotely, especially during winter.


#23

I’m a day late getting this one done. Weather was not cooperative, lost power, driveway looks like an icy luge run. But- I put it together this morning. It was very straightforward and easy to do- aside from trying to tape plastic wrap. I cannot get the data to go to my computer, but the OLED display is working well. Not sure what the problem is on the other sketch- will have to troubleshoot. It is very cloudy with snow predicted, so doing this outside would not work. I have it on a table with a small reading lamp pointing to the foil. Not getting much temp rise- staying at 81 F, not much movement. *** Edit- patience is a virtue- up to 100.7 So- that says to me- do a better build- use clearer plastic- not so wrinkled up, tighten the insulation. I don’t have black construction paper- so I used a garbage bag- probably not as absorbent- reflecting light. I think this is an excellent project for kids to work on at school- as a collaborative exercise, an engineering design process exercise and of course the science.

Where does this lesson fit in with your curriculum?
At this time of year … nope. However, as we start the year and talk about the history of technology, I’m sure I’d be able to fit it, or something similar, into the curriculum…

Which part or parts of the lesson would your students need extra support in order to be successful?
My younger elementary kids will need taping help… They also need assistance to figure out the angles

If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
I like the group/job ideas in the slide show and would use those.

If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
I would love this to be successful in that they actually heat something up enough to “cook”, but it would also be successful if the kids can take on the various roles, troubleshoot and use the EDP.


#24

Where does this lesson fit in with your curriculum (if the lesson is not a fit for the class you teach, how could the lesson be modified so that it is applicable to your curriculum)?
Heat transfer is covered in the next month or so, and climate and weather gets covered in April. Therefore, this fits right in.
Which part or parts of the lesson would your students need extra support in order to be successful?
The sensor placement is hard to keep consistent, and I have been consistently running into tech issues.
If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
I would make sure my students are making predictions that are testable, as well as encourage them to focus on real world uses of the lesson.
If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
My students would look successful if they are interested in pursuing this activity outside of the classroom.


#25

Where does this lesson fit in with your curriculum (if the lesson is not a fit for the class you teach, how could the lesson be modified so that it is applicable to your curriculum)?

This does not fit in my curriculum this year, but next year I am teaching a STEM Course full time and it will then! I would use this in my grade 7 STEM course next year. It would be a perfect fit in transformations of energy.

Which part or parts of the lesson would your students need extra support in order to successful?
When I had a student volunteer run through this they picked it up quickly with little explanation needed. We have set this up to complete when the weather cooperates.

If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?

I would be responsible for facilitating and questioning as students work through the challenge.

If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?

Student success is engaged students directing themselves and learning from exploration. I also think students wanting to take the experiment a step further or try something else is a sign of success skills.


#26

I am really excited to do try this with my students as soon as the sun decides to stay out a bit longer. I love all the ideas so many of you have posted and will be adopting some of them. We are going to put it out in a second just for fun to get the data and then do it again in the spring, summer, and fall and talk about our findings! Loved the webinar thank you so much!


#27

I can’t wait to try this with my STEAM club students once we get some sun! Polar vortex had students home 4 days last week, but I will definitely try this out as soon as we can.

I appreciate the slide show with the roles of the students along with instructions: Electrical Engineer, Solar Engineer, Scientist.

Thank you also for recording the video so it could watch later as well as over again. There are a lot of real-world connections that students will find interesting and engaging - wood burning stoves used around the world vs solar energy; the hot car scenario. Again the inclusion of resources such as WolframAlpha are great!