Teacher Background for Solar Cooker STEM challenge

Objectives of the challenge

Students will: engage in the engineering design process to complete a team challenge of
building a simple solar powered oven and testing it for effectiveness. Students will not have
sufficient time to test their solar cookers or engage in the redesign process, therefore this will
be an ongoing class project. A student booklet has been created for students to use and
complete as part of the project. The questions in the science ideas section can be used as
students work to guide their thinking.
The challenge gives students design constraints and rules that they must follow when
creating their solar cooker. These have been added to allow students to develop critical and
creative thinking skills.
Teaching background information (National Aeronautics and Space Administration [NASA],
2018).
The Sun emits many different forms of radiation, including light and heat. The radiation forms
differ in their frequency as measured by the wavelengths of the radiation. Infra-red radiation
is felt as warmth. The energy from the Sun can be used by humans in several ways. Infra-red
radiation heats objects, including water in pipes that can be used for showers. The light
produced by the Sun reflects from objects into the human eye eyes, allowing it to see during
the day. Some forms of radiation from the Sun are so energetic that they cause harm to skin
even though it cannot be felt, for example, ultra-violet (a) and ultra-violet (b).
Key Concepts from NASA (2016)
Radiation- The Sun’s energy radiates through space to reach Earth. That means it travels in
waves and doesn’t need atoms and molecules to move along. Energy that travels by radiation
is called electromagnetic radiation. Light is one kind of electromagnetic radiation we can see.
But light is just one tiny part of all the kinds of electromagnetic radiation.
Solar Energy- Having to do with the sun's energy.
Solar Powered- Sun's rays come to the earth at an angle. The foil reflects the ray and
bounces it directly into the box. It gets trapped inside. It is absorbed by the black paper and
the heat energy cooks the food

Science Ideas that students should consider from Share it Science (2016):
Convection- "Heat rises". Convection is the science term for this phenomenon. Convection is
the movement of a fluid (air or liquid) where hotter and less dense material rises, and cooler,
more dense material sinks. We experience convection when heating our homes, when
swimming in a large body of water, and in convection ovens. Questions for students to
consider: When building your oven, imagine that heat will rise. How can you get the heated air
to stay close to what you want to cook?
Conduction- Conduction is when heat is transferred directly from one objects to another
when they are touching one another. Some materials conduct heat more easily. A good
example is when you leave a metal spoon in a mug of hot cocoa. If it has been a few minutes,
the spoon will be very hot. It has conducted heat directly from the hot liquid. Conduction is
what heats something put on the stove. The pan is directly touching the hot stove; therefore,
its contents are heated up. Questions for students to consider: When you design your oven,
will the cooking surface conduct heat?

Thermal Radiation- Thermal radiation does not require direct contact. Heat travels in waves
from one source to another through air, or another substance. Heat from the sun is the best
example of thermal radiation. The sun is not directly touching what it heats up, the heat
travels through the air. Questions for students to consider: This is important to think about
when building your oven. Solar energy is your main form of heat. How will you harness it?

Insulation:
Insulation is the opposite of conduction. Insulation helps to keep heat from escaping, or to
keep heat from conducting too quickly. Insulation is used in the walls of houses to keep them
warm during the winter. Oven mitts are also used to insulate hands from hot dishes that are
removed from the oven. Questions for students to consider: Where do you want to keep the
heat in your oven? Where do you want to make sure heat can flow easily?

Reflection:
Sunlight can be reflected, or "bounce back" from smooth, shiny surfaces. This can be a way of
redirecting light. Light creates heat energy. Questions for students to consider: How can you
use reflection to bounce light energy where you want it in your oven?

Possible solar cooker designs with the materials that have been included in the budget-
students may use other materials that they locate in the school grounds.
 (Images from Share it Science, 2016)

Role cards: for students to use when working in groups. These have been used to ensure that
each member has an active role in some part of the design and construction. These badges
do not limit students to these tasks and they are able to assist with other aspects of the solar
cooker project.
 Role cards retrieved from Jet Propulsion Laboratory, 2018

Differentiation of Solar Cooker Challenge: Differentiation is understanding the diversity of

individuals and adapting teaching to ensure that their needs are taken into account (Hyde et al., 2014,
p. 398). The below table outlines strategies for differentiating the STEM challenge for year six
learners.

Learners being Differentiation strategies

catered for
Low level learners Group students in mixed ability groups, to allow for more capable students to
offer support to peers. This allows lower achieving students to take advantage of
peer support, while giving higher achieving students a chance to organise and
express their ideas for the benefit of the whole group (Educational Publishers,
2010).

Modified conversations can be implemented with students that require detailed

explanations or simpler language (Educational Publishers, 2010). This strategy is
useful to cater for culturally and linguistically diverse students by using language
in context and saying specific words and phrases to develop their understanding
of the use of the language.

Highlighting specific parts of the student’s booklet can help students find the key
terms to answer questions.

Use a video to introduce the topic to ensure students understand the connection
between the challenge and the real world.
High achieving Ask higher level students more complex and open-ended questions for them to
students/ gift explain the concept in more detail.
students
Mixed ability grouping allows higher achieving students a chance to organise and
express their ideas for the benefit of the whole group (Educational Publishers,
2010).

The use of the challenge rules helps to extend student thinking and allows
students to use more critical and creative thinking skills when designing the solar
cooker.
Students with special When completing the work booklet re-read or scribe for students who require
needs assistance.

Ensure that the challenge area is wheelchair friendly and that the materials are
accessible for students to participate.

Have students choose a “role card” that allows them to use their strengths within
the group challenge.

Use a microphone when introducing the activities and completing the challenge
for students with hearing impairments to be able to hear instructions and
understand the concepts being discussed.

Students with When grouping ensure that students with behavioural concerns have worked
behavioural issues with students in the same group well in past scenarios.

‘’Students will display challenging behaviour when the academic work does not
coincide with their ability level” (Hyde et al, 2014 p. 160). Therefore, planning
activities that are age appropriate and are able to be complete by students
within a group is an important preventative strategy.