Solar Oven Design Problem: You are stuck in the wilderness. You have no clean drinking water.

You need to make a solar oven in order to heat your water to 150 degrees Fahrenheit in order to kill the bacteria and ensure that you are drinking clean water. Next Generation Science Standards: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Math Standards: Write, interpret, and explain statements of order for rational numbers in realworld contexts. For example, write 3 C > 7 C to express the fact that 3 C is warmer than 7 C. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Make precise calculations and check the validity of the results from the context of the problem. Constraints: Each group will have to create the solar oven using the objects available from the teacher: cardboard boxes, aluminum foil, black construction paper, glass container for water, plastic wrap, scissors, rulers, markers. One cup of water must reach 150 degrees Fahrenheit. Each member must submit their data chart with his or her estimates and exact temperatures. Students may use the iPad to research solar ovens.

Explore: Part 1 1. Research solar ovens using the iPads with your group members. 2. Create a sketch of what you want your solar oven to look like. 3. Answer the following questions: a. Which materials are you planning on using? b. Describe why you are planning on using each of these materials. c. Where do you plan on placing your oven? Why? d. Are there any variables, or things that might affect the water temperature? 4. Gather your materials and build your solar oven. 5. Set up your oven outside. 6. Answer the following data table: ****** Measure the temperature of the water in BOTH Fahrenheit and Celsius****** Average 1st Solar Oven Trial 1 Trial 2 Trial 3 **Show Design equation** What is the current temperature of the water before setting it outside? What do you estimate the temperature will reach? What was the temperature of the water after 2 hours? What was the temperature of the water after 4 hours? What was the temperature of the water after 6 hours? 7. Now that youve completed the first day, were there any variables? What would you like to change in your next design? Why? Part 2 1. Research solar ovens using the iPads with your group members.

2. Create a sketch of what you want your solar oven to look like. 3. Answer the following questions: a. Which materials are you planning on using? b. Describe why you are planning on using each of these materials. c. Where do you plan on placing your oven? Why? d. Are there any variables, or things that might affect the water temperature? 4. Gather your materials and build your solar oven. 5. Set up your oven outside. 6. Answer the following data table: Average **Show equation**

2nd Solar Oven Design What is the current temperature of the water before setting it outside? What do you estimate the temperature will reach? What was the temperature of the water after 2 hours? What was the temperature of the water after 4 hours? What was the temperature of the water after 6 hours?

Trial 1

Trial 2

Trial 3

Part 3- Reflection: 1. What did you change from your first design to your 2nd design? Why did you change this? 2. At what hour did the water reach the greatest temperature? 3. Order the average of the temperatures of your second design from least to greatest. 4. Create a bar graph to show the temperatures of your second design. 5. Why was your design successful? If it was not successful, why was it not successful?

6. After looking at other designs and their data, what is necessary to reach the highest temperature? Metacognitive Rubric:
1 (Below Basic) Students do not collaborate or make a very minimal list about what they already know and what they need to know about the sun, energy, and heat. Students do not share relevant prior experiences about cooking with their collaborative group. 2 (Basic) Students make a partial list of what they already know about the sun, energy, and heat. Students partially share relevant and sometimes irrelevant prior experiences about cooking with their collaborative group. 3 (Proficient) Students collaborate to make a list of what they already know and what they need to know about the sun, energy, and heat. Students share relevant prior experiences about cooking with their collaborative group. 4 (Advanced) Students collaborate to make a very thorough list of what they already know and what they need to know about the sun, energy, and heat. Students share relevant prior experiences and make connections to text, to self, or to world about cooking with their collaborative group. Students use a variety of texts, website, videos, and experts to research solar ovens and select materials. Students use information from only reliable sources. Students will be precise in their terminology and new vocabulary in descriptions. There will be metacognition behind their reasoning. Students will create a scaled drawing of their idea before they begin building. The scaled drawing will include

Activating Prior Knowledge (Input)

Selecting Relevant Information (Elaboration)

Students do not use any research to build their solar oven and select materials.

Students use one text or website to research solar ovens and select materials. Students use information from unreliable resources. Students will be may use the new terminology and new vocabulary in descriptions but not accurately. Students will create a scaled drawing of their idea before they begin building. The scaled drawing will include some measurements using the metric system.

Students use a variety of texts and websites to research solar ovens and select materials. Students use information from reliable and unreliable sources. Students will be precise in their terminology and new vocabulary in descriptions. Students will create a scaled drawing of their idea before they begin building. The scaled drawing will include measurements in the metric system. When students test the water

Being Precise (Output)

Students will not use terminology and new vocabulary in descriptions. The students do not include measurement in their sketch. The student does not accurately measure the water temperature.

The actual solar oven may vary from the sketch in terms of measurement. When students test the water temperature, students will be precise with their measurement in Celsius or Fahrenheit.

temperature, students will be precise with their measurement in both Celsius and Fahrenheit.

measurements in the metric system. The scaled drawing will accurately represent the actual solar oven. When students test the water temperature, students will be precise with their measurement in both Celsius and Fahrenheit.