Grades 9-10: Solar Cookers
Rating: 
http://www.nextgenscience.org/sites/ngss/files/HS-PS-Physics-SolarCooker_01282015.docx
Common Core Standards
Writing in History/Social Studies, Science, and Technical Subjects
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
WHST.9-10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.9-10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 9-10 for Writing that are listed in the unit document since the wording is similar.
Math Standards
MP.1 Make sense of problems and persevere while solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
HSN.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
HSA.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
HSA.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSF.LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
HSG.MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
HSS.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
HSS.ID.B.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
HSS.ID.B.6c Fit a linear function for a scatter plot that suggests a linear association.
Next Generation Science Standards (NGSS)
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
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.
HS-ETS1-3 Evaluate a solution to 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.
Description of Lesson
This Grades 9-10 lesson titled “Solar Cookers” was developed by Achieve in partnership with NGSS. The task is comprised of eight components that are estimated to take 6-12 class periods of 45-50 minutes each that spread out over the course of an instructional unit. Throughout this task, students integrate mathematical and graphing skills, engineering and design processes, and writing to develop a protocol for maximizing the efficiency of solar cookers. During the beginning stages of the task, students use a simplified equation to create a spreadsheet to test the effects of changes in various elements by keeping all variables constant in each simulation and changing only the variable being tested; the students plot and compare the data for each simulation. Using their designs, equations, and simulations, students also engage in the design and engineering process. As a culminating activity, students build and revise their own solar ovens using principles of energy transformation and transfer within the solar box system and the results of their simulations. They utilize data from their redesigned solar cookers to develop a concluding synthesis that clarifies which design elements are the most important in terms of converting light into thermal energy and subsequently retaining the generated heat.
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials are extensive and require familiarity to be used effectively. The task’s materials state, “The teacher will need to familiarize him/herself with the design elements of solar ovens (see examples in supplementary resources) and the components that go into the ΔT equation before assigning the task. It is highly recommended that the teacher build and test a solar oven, and run the computational simulation first before assigning the task. Teachers should be prepared to address the safety concerns related to testing a solar oven.” This task is aimed at students who have completed Algebra 2 and have either completed Geometry or are currently taking Geometry (10th or 11th grade); other prerequisites are also suggested. Modifications and/or accommodations may be necessary during instruction and assessment for students with disabilities and English language learners in order to achieve the rigor intended. The assessments do not include aligned rubrics for interpreting student performance; however, evidence statements aligned with each task component supply specific assessment guidelines. The 6-12 class periods timeline stated in the teaching document does not reflect instructional time that may be interwoven with these tasks. The required materials to implement the instructional plan include: a box for the oven, materials to make the inside surface of the oven dark, transparent material for the oven window, reflector materials, thermometers, and materials for assembling and mounting the solar cookers. Access to the Internet may be necessary to utilize the extensive list of supplementary resources. Teachers using this task in 11th or 12th grade should refer to the comparable CCSS for the 11-12 grade band.
Rationale for Selection
This lesson is a good example of the rigorous integration of math and writing standards and the construct of three dimensional learning. This cross-disciplinary approach allows students to engage with content material in practical and novel contexts and through authentic learning opportunities. Lesson activities build scientific knowledge and vocabulary about a topic, as well as help students develop the critical thinking and writing skills needed for College and Career Readiness. The eight tasks blend content, practices, and concepts from both the Common Core State Standards and the Next Generation Science Standards. They showcase how students can apply skills and content from one set of standards in the context of the other set of standards. This task would fit within an instructional unit on energy, including solar energy, the production and transfer of thermal energy (thermodynamics), and/or sustainability in an integrated science course, a physical science course, or a physics course. The calculations and plotting within this lesson could be used in an integrated math/science course to assess understanding following a unit on solving equations with one variable or describing trends in the data as functions.