Solar Energy
Exploration 2

A large solar farm with multiple rows of solar panels installed on a grassy field, capturing sunlight for renewable energy generation. © Unsplash

Students will explore solar energy, and decide whether this renewable energy could contribute to the energy mix in their community.

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Could solar energy be used to provide electricity in your community?

Overview

Production of electrical power by solar cells reduces carbon dioxide from coal-burning power plants. However, maximum electrical output from solar cells depends on solar insolation (the amount of available sunlight in watts per square meter), the solar cell–sun angle, and temperature.

Students will read Exploration 2: Solar Energy of the Companion Reader below.

Exploration 2: Solar Energy(PDF, 768 KB)

Using the inquiry guide, have students gather information to answer the guiding question.
Suggested sources of information are:
Sun Earth Tools
NASA NEO Solar Insolation
National Renewable Energy Research Laboratory—Solar Research

Solar Power Activity

Students will use low voltage solar cells (4–6 volt panels) to design their own experiment or demonstration model to support their solar energy plan for their community. They can use the Solar Power Activity instructions below.

Solar Power Activity(PDF, 22 KB)

Group students in pairs or quads, depending on the amount of available equipment. Variables can be assigned, selected, or completed by all groups over multiple sessions. If each group is using a different set of variables, then the group will report findings to the class. Alternatively, the experiments can be turned into stations, with each group responsible for creating the instructions for the station experiment.

Suggested variables for student designed experiments using solar cells are:

Parallel circuit
Series circuit
Operating temperature
Light angle
Intensity of light
Frequency of light

Students will evaluate the pros and cons of using solar energy in their own community.

If low-voltage solar cells are not available, discuss the suggested variables with students, and explain when the cells generate the most energy, so students can still design their plans.
Close reading for background information.
Formatted experimental design sheet.
Sentence starters.
Mixed-ability groups.

Modification If No Solar Cells Are Available

Data can be collected using a 0.9-V solar panel and voltage meter; a protractor can be used to measure the angle of the solar panel; and a ruler can be used to help determine the angle.

Students should explain the relationship between voltage and solar panel angle. They should support their explanation with evidence.

Find examples of Data and Observations below.

Data and Observations Examples/Outcomes(PDF, 32 KB)

Describe the importance behind the harnessing of solar power in Germany.

CareerOneStop. (2022). GetMyFuture. Retrieved from https://www.careeronestop.org/GetMyFuture/default.aspx

My Next Move. (2022). What do you want to do for a living? Retrieved from https://www.mynextmove.org/

NASA Earth Observations. (n.d.). Solar insolation (1 month). Retrieved from https://neo.sci.gsfc.nasa.gov/view.php?datasetId=CERES_INSOL_M

National Renewable Energy Laboratory (NREL). (n.d.). Solar research. Retrieved from https://www.nrel.gov/solar/

Sun Earth Tools. (n.d.) Sun position. Retrieved from https://www.sunearthtools.com/dp/tools/pos_sun.php

Worksheets

Exploration 2 Rubric(PDF, 61 KB)
Exploration 2: Solar Energy(PDF, 768 KB)
Solar Power Activity(PDF, 22 KB)
Data and Observations Examples/Outcomes(PDF, 32 KB)

Explore further units

Sustainability: Berlin
Climate Change: Bremerhaven
Ecosystems: Wadden Sea

Solar Energy Exploration 2

Overview

Main Problem/Phenomenon

Engage

Explore – Gathering Information

Explain – Activity: Solar Power

Evaluate – Test, Refine

Elaborate – Taking Informed Action

Modification for Differentiation

Germany Related Learning Goals

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Solar Energy
Exploration 2