Students will design two different solar ovens to learn about heat transfer.
It's possible to fry an egg on a sidewalk, but you need a very hot, sunny day and the cooking process takes a while. Using a solar oven is more efficient. You've probably taken a magnifying glass and focused sunlight through it to burn paper. The curved reflector in a solar oven does about the same thing, concentrating all the sunlight that strikes it into a very hot spot near the center of the oven. The efficiency of an oven made from a bowl is affected by the size and shape of the bowl; a continuous curve shape will focus the parallel rays of sunlight better. Both homemade solar ovens will be affected by how smoothly you're able to apply the aluminum foil. Be aware of things you can't control, like the movement of the sun. (You can tell the sun is moving by watching the oven's shadow.) As the sun moves, so does the oven's "hot spot", so adjust the oven accordingly. Ideally, the reflector should point directly at the sun at all times.
1-Use science process and thinking
skills
2-Manifest scientific attitudes and interests
4-Communicate effectively using science language and reasoning
Have students go home and recreate their own solar oven. Retest their new ovens and compare results with ovens made in class.
The following rubric could be used or adapted for grading this activity.
Teacher Note:
You will be assessing each student's progress on an ongoing basis. Use
the response levels to help you evaluate the student's growth toward the
Key Scientific Concepts, the Communication Characteristics and Learning
Dispositions.
Response Levels:
Key Scientific Concepts to Discover:
Communication Characteristics:
Learning Dispositions:
This lesson is part of the Sixth Grade Science Teacher Resource Book (TRB3) http://www.usoe.org/curr/science/core/6th/TRB6/. The TRB3 is designed to be your textbook in teaching science curriculum to your students. This book covers all the objectives of each standard and benchmark. If taught efficiently, a student should do well on the End-of-Level (CRT) tests. The TRB3 is designed for teachers who know very little about science, as well as for teachers who have a broad understanding of science.