Embedded Files
Author(s)
Marschal A. Fazio; Biology, Physiology; University High School, Los Angeles
Ryan Hendrickson; Biology; Westlake High School
NGSS Engineering Standards
NGSS Engineering Standards
HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Materials needed
Materials needed
Aluminum foil
Clear Tape
Glue
Cardboard
Plastic Wrap and/or Plexiglass
Beaker of Water
Thermometers
Procedure
Procedure
1.) Find Parts: The project makes use of various parts available. These parts can vary depending on what the teacher has provided.
1.) Find Parts: The project makes use of various parts available. These parts can vary depending on what the teacher has provided.
2.) Build the Box: Using the available the parts construct a solar oven. Make sure to keep in mind that the goal is to boil a cup of water. Consider the variables that might play a factor in the success of your solar oven (i.e. angle facing the sun). Make sure to include a thermometer on the inside.
2.) Build the Box: Using the available the parts construct a solar oven. Make sure to keep in mind that the goal is to boil a cup of water. Consider the variables that might play a factor in the success of your solar oven (i.e. angle facing the sun). Make sure to include a thermometer on the inside.
3.) Try It Out!: Make sure to test out your design. Take notes on how you can refine and improve on your design. Make the improvements and test your design again!
Questions
Questions
How could solar ovens be important in developing countries?
How do solar ovens work?
What are the drawbacks of using non-reneweable energy sources? Are solar ovens using reneweable or non-reneweable? How do you know?
Photos
Photos
Photos of Engineering Project
Photos of real-life application of engineering Concepts:
Our Solar Oven Attempt number 1
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