|
||||||||||||||||||||||||||||||||||||||||||
|
not logged in
|
||||||||||||||||||||||||||||||||||||||||||
|
Lesson: Using Heat from the Sun Contributed by: Techtronics Program, Pratt School of Engineering, Duke University
Learning Objectives (Return to Contents) Upon completion of this lesson, students should be able to:
Introduction/Motivation (Return to Contents) To introduce this lesson, the teacher has a number of options. One option is to bring in a completed solar oven and ask the students how hot they think it can get. Let them discuss this and then challenge them to build ovens that will reach a certain temperature (200F is a reasonable challenge). If the teacher were to bring in the oven as well as something that had been made in it, for instance cookies, the ability to harness the sun's energy to cook food may be even more intriguing to the students. An alternate approach would be to simply have a discussion of the different energy sources available, and to explain that solar energy is the cheapest way to harness heat energy. It is also one of the few renewable resources available. The teacher could alternatively bring in a video or obtain statistics illustrating the actual use of solar ovens and solar energy throughout the world. Solar ovens are currently used in a number of developing nations. This lesson and activity are similar to a solar oven design project at Brigham Young University where solar ovens were designed for developing countries. More information on similar projects may be found at the Solar Cooking Archive. One recommended approach follows:
Lesson Background & Concepts for Teachers (Return to Contents) The lesson covers the fundamental mechanisms of heat transfer: conduction, convection, and radiation. The specifics of each type of energy transfer can be seen below in the vocabulary/definitions section. The teacher should understand the differences between conduction, convection, and radiation. For instance, only via radiation can energy travel through a vacuum. The teacher should also understand the basic properties of a material that will affect its ability to collect energy from the sun, specifically a material's emissivity. A material with a high emissivity will absorb the majority of the sun's rays, for instance a black shirt, while a substance with a low emissivity will reflect the majority of the sun's rays, such as a white shirt. The teacher should also understand the concepts of heat flow. Heat will flow from an area of high temperature to an area of low temperature; therefore, insulators are needed to store heat. Specific examples of each of the above concepts can be found in the vocabulary list provided with this lesson. Conduction Conduction is heat flow from one part of a solid object to another or between two objects in contact with one another. Perhaps the best way to understand this is through a discussion of molecular motion. As an object is heated, its temperature increases. By definition, temperature is the average amount of kinetic energy in a system. As the kinetic energy of the system increases, the random motion of the molecules comprising that system begin colliding more with each other as well as any objects that the system is in direct contact with. By molecules of the system colliding with an adjacent object, the system can transfer its heat and impart more kinetic energy onto the object, thus increasing its temperature as well. (Examples: touching a hot or cold object, the handle of a soup spoon being hot because heat is conducted through it from the heated liquid). Convection Convection is heat flow through fluid or gas movement or through a fluid or gas moving past an object. In conduction, heat flows through the material. In convection, heat flows as hot air or water flows away from a hot object. (Example: By blowing on soup, effectively the air above the soup is being swept by at an increased rate. This increase in air flow causes a decrease in the temperature of the air directly above the soup thus allowing the warm liquid to dissipate some of its heat). Convection can also be thought of in terms of the transfer of energy due to density differences. If a gas or liquid expands and becomes less dense, it therefore becomes lighter as well. Lighter materials will rise while heavier materials will fall. If a cooler material is above a warm material, the warmer material will raise though the cooler material to the surface dissipating its energy (heat) to the surrounding environment. Through this process, heat is transferred from an area of high heat to one of low heat as would be expected. Radiation Radiative heat transfer is heat energy transferred through the movement of electromagnetic waves. Heat transfer via radiation is dependent on the temperature as well as the emissivity of the objects that are heating or cooling. Emissivity is a material property that is related to the color of the object. Radiation is the only type of energy transfer that does not require a medium to flow through. Radiation transfers energy via photons that impart their kinetic energy into a system when they strike its surface. This transfer of kinetic energy thus heats whatever substance the radiation is striking. Keep in mind that radiation can be either in the visible or invisible regions, with shorter wavelengths carrying more energy. All energy from the sun initially strikes the Earth as solar radiation. Energy Vs Power In an engineering and scientific sense, power and energy are not the same. Energy is the ability to do some sort of work and is measured in Joules (J) in the SI system of measurement. This work can be moving something or it can be heating something. Power is the rate at which energy is used to do work or in this case transferred in the form of heat. Power is measured in Watts (W) which are defined as 1 Joule per second (J/s). The flow of heat is generally measured in units of power because it is the rate at which energy is transferred from one place to another. These concepts of energy and power can be difficult for students to grasp. For the purpose of this lesson, it is not crucial that students come away with an understanding of the difference between power and energy, but it is important that the teacher presents these concepts accurately. Vocabulary/Definitions (Return to Contents)
Associated Activities (Return to Contents)
Lesson Closure (Return to Contents) To wrap up this lesson, students will …
Attachments (Return to Contents) Assessment (Return to Contents) Teachers can determine whether or not students grasped the general heat transfer concepts in a number of ways:
References (Return to Contents) The Solar Cooking Archive Making and Using a Solar Cooker Contributors Roni Prucz, Primary Content Creator, Pratt School of Engineering, Duke University, Rahmin Sarabi, Primary Content Creator, Pratt School of Engineering, Duke University, Lauren Powell, Primary Content Creator, Pratt School of Engineering, Duke UniversityCopyright © 2004 by Engineering K-Ph.D. Program, Pratt School of Engineering, Duke Universityincluding copyrighted works from other educational institutions and/or U.S. government agencies; all rights reserved. Supporting Program (Return to Contents) Techtronics Program, Pratt School of Engineering, Duke UniversityLast Modified: September 26, 2008 | ||||||||||||||||||||||||||||||||||||||||||
|
K12 engineering curriculum
K-12 engineering curricula
K12 engineering curricula
K-12 engineering activities
K12 engineering activities
K-12 engineering lessons
K12 engineering lessons
Engineering for children
Engineering activities for children
K-12 science activities
K12 science activities
K-12 science lessons
K12 science lessons
linker
Are you a bot?
|
||||||||||||||||||||||||||||||||||||||||||
|
Use of the TeachEngineering digital library and this website constitutes acceptance of our
Terms of Use and
Privacy Policy.
|
||||||||||||||||||||||||||||||||||||||||||