solar energy pictures

Accent: The Sun and Solar Energy April, 2005 Galileo Galilei “The sun, with all those planets revolving around it and dependent on it, can still ripen a bunch of grapes as if it had nothing else in the universe to do.” The Tennessee Energy Education Net work compiled this ACCENT unit. ACCE NT units are designed to bring a great deal of information about an energy topic to your desk top. These ideas and materials are compiled from a variety of sources. IN THIS ISSUE Classroom Presentations about energy……P age 5 The Sun and Solar Energy Trivia……P ages 6-7 Questions about Solar Energy……Pages 8-9 Advantages and Disadvantages of Solar energy……P age 9 Misconceptions about Solar Energy ……P age 9 Solar Energy Timeline……Pages 10-12 Bulletin Boards About Solar Energy……Page 13 Books about Solar Energy……Pages 14-15 Solar Organizations……Pages 16-18 Free Materials to Order……Pages 19-22 Inexpensive Mat erials to Order……P ages 23-34 Relat ed Web Sites……Pages 35-42 TVA Solar Power Generating Sites……Page 43 The Sun and Language Arts Story: The Fable of Max……Pages 44-45 Story: Where do you kids Get All That Energy ? ……Pages46-47 Story: Sunman……Pages 48-49 Story: How the S un Made a Promise and Kept It……Pages 50-51 Poems about the Sun……Page 51 1 Mythology: Icarus……P age 52 Mythology: Phaethon……Pages 53-57 Drama: Mrs. Sun Puppet Show……Page 58 The Sun in Music It Is the Energy, It is The Sun……Page 59 Sunshine on my Shoulder……P age 60 Gettin‘ Our E nergy From the Sun……Page 60 Great Energy Rock Performanc es……Page 61 The Sun Song……Page 62 Oo, Ee, Oo, Ah, Ah……Page 63 Solar Carol……P age 64 Solar Energy in Art Make a Sun……Page 65 Make a Sun Puppet ……Page 65 PART 1 - Our Sun , The Star Our Sun A Star……Page 66 PART 2 - Plants and Animals Depend on the Sun Role-playing Energy From the Sun……P age 667 Sunbeam Relay (Food Chain) ……Page 67 Planting Grass Seed……Page 68 PART 3 - Sundial And Shadow Activities Timing the Sun……P age 69 Portable Sundial……Page 69 Mini-Sundial……Page 70 Horiz ontal Sundial ……Page 71 Shadow Hunt……Page 72 The Shadow Knows……P age 73-74 Nort h News……P age 74 Sun Clock……P age 75 Use Shadows To Tell Time……Page 76-77 PART 4 - Eclipse Activitie s Solar Peep Box (View a Solar Eclipse) ……P age78 Seeing the Sun Through a Pinhole……Page 79 PART 5 - Protecting Ourselves From the Sun Making Homemade Sunglasses……Page 80 Making a Sun Hat……Page 81 PART 6 -Solar Energy and Landscaping Sun Path Calculator ……Page 82 Sun Path Template……Page 83 PART 7 – Cooking With Solar Energy Food on a Clothesline……P age 84 Making Raisins……Page 84 Building a Solar Food Dryer……Page 85-86 Making Fruit Leather……Page 87 Sun Tea……Page 87 How to Make a Solar Fruit Dryer……P age 88-89 Apple Bakers……Page 90 2 PART 8 - Making Solar Ovens Pizza Box Solar Cooker I……Page 91 Pizza Box Solar Cooker II……Page 92-93 Tips for Using Pizza Box Solar Oven……P age 93 Display Board Solar Panel Cooker……Page 94 Simple Solar Cooker……Page 95 Solar Hot Dog Cooker……Pages 96-97 Solar Hot Dog Cooker template……Pages 98 -99 Pringles Can Solar cook er……Page 100 Cone Shaped Solar Oven……Page 101 Coffee Can S olar Cooker……Page 102 Quickie Solar Cooker……Page 103 Parabolic Solar Cooker I……P ages 104-105 Parabolic Solar Cooker II……Page 106 Cardboard Solar Cooker……P age 107 Camping Solar Cooker……Page 108 Solar Oven Recipes Solar Cooking Tips……P age 109 Smores……Page 109 Banana Boats……P age 109 Baked Beans……Page 109 Nachos……Page 109 Sunshine Cookies……P age 109 Bar B Q Squares in Sauce……Page 110 Brownies……Page 110 Moghlai Chicken……P age 110 Chili Rellenos Casserole……Page 111 Solar Lasagna……Page 111 Meatloaf……Page 111 Pot Roast……P age 111 Sweet and Sour Chicken……Page 112 Chicken A la Melanie……Page 112 Tamale Pie……Page 112 Corn Casserole……P age 112 Refried Beans……P age 112 Spinach Quiche……Page112 Peach Meringue……Page 112 Green Bean Casserole……P age 115 PART 9 - Fun with Light and Heat from the Sun Making Sun Prints……Page 115 UV Beads: Invisible Energy in Light……Page 116 Hot Cans……P age 117 Solar Energy Experiment ……Page 117 Solar Balloons……Page 118 Making Sun Pendants……P age 119 Car Colors ……Page 119 Melting Colored Snowballs……Page 120 Solar Absorber……Page 121 PART 10 - Solar Energy and Di stilling Water Purifying Water with Sunlight……P ages 122-123 Making a Solar Distiller……Page 124 3 A Solar Desalinizer……Page 125 PART 11 - Usi ng Passi ve Solar The Sun Finder……Page 126 Let the Sun Shine……Page 127 A Passive Solar House……Pages 128-129 A Passive Solar House Worksheets A, B, C, ……Pages 130 -132 Plants as Solar Collectors……P age 133 A Car as a Solar Collector……Page 133 Build a Solar Water Heater Model……P age 134 Build a model Solar Home……Page 135 Build a Solar Hot Box……P age 136 Build a Solar Air Heater……Pages 137-138 A Simple Solar Collector……P age 139 Experiment House Activity…Page 140 TRANSPARENCI ES Solar Energy Zones……Page 141 Photovoltaic Cell……Page 142 The Sun‘s Daily Path……P age 143 From the Sun to You (Food Chain) ……Page 144 Solar Cell……Page 145 Solar Power Tower……Page 146 Drawing of a Passive Solar House ……Page 147 Passive Solar Systems……Page 148 An Active Solar System with Heat Exchangers……Page 149 Photosynthesis……Page 150 Cross-section Diagram of a Photovoltaic Cell……P age 151 A Solar Collector (Exploded Diagram) ……Page 152 Solar Collectors on Roof of House……P age 153 Solar Air System……Page 154 Solar Liquid System……P age 155 BACKGROUND INFORMATION……P ages 156-161 CORRELATION WITH TENNESSEE STATE ACCOMPLISHMENTS ……P age 162 CONTACTI NG US ……Page 162 4 CLASSROOM PRESENTATIONS ABOUT SOLAR ENERGY For teachers in West Tennessee………… Sunshine on My Shoulder This visit is good to plan for a sunny day in the spring through early fall. The children learn about the sun's energy through books and activities. They will plant seeds, make solar prints, make a sun puppet, and help bake (and eat!) cookies in a solar oven. To schedule this classroom presentation, call the Energy Hotline at 800 -342-1340 or contact Ramona Nelson, Western TN TEEN representative Lowell Thomas Building, Room 302 A 225 Martin Luther King Dr, Jackson, TN 38301 731-426-0536 Ramona. nelson@state.tn.us 5 SOLAR ENERGY TRIVIA 1. 2. The sun is a big gas ball, made mostly of hydrogen and helium. The sun‘s extremely high pressure and hot temperature cause hydrogen at oms to fuse or combine. This process is called nuclear fusion. Four hydrogen atoms fuse to become one helium atom. The helium atom has less mass than the four hydrogen at oms. Some of this lost mass is converted into radiant, or light, energy. The sun is 93 million miles from the earth. If you could drive to the sun at 55 miles per hour, it would take about 193 years. From www.hightechscience.org/funfacts.htm Light from the sun takes 8 minutes and 20 seconds to reach the earth (at 186,282 miles/sec) but it takes millions of years for the energy from the sun‘s core to mak e its way to the solar surface. From www.hightechscience.org/funfacts.htm 3. 4. 5. 6. 7. 8. The sun is estimated to be 4-5 billion years old. The diameter of the sun is 864,950 miles (109 times earth‘s diameter) The temperatures of the sun range from 6000 degrees C (10, 000 degrees F) at its surface to more than 10million degrees C (18 million degrees F) at the center. From Amazing Sun Fun Activities by Michael Dailey. Learning Triangle Press, 1998 . ISBN: 0-07-0151777-6 9. The sun mak es energy through nuclear fusion. Billions of times each second, hydrogen atoms collide with each other and form helium. This creates huge amounts of energy – every second, 4.7 millions tons of hydrogen become energy. From www.hightechscience.org/funfacts.htm. 10. The center of the Sun is about 27 million degrees Fahrenheit (15 million degrees C) 11. Solar flares are geysers of sunlight that erupt from the surfac e of the sun. There is enough energy in one solar flare to power all our cars, machines, houses, and factories for one billion years! 12. The very first time scientists got a look at the sun from space was in the 1950‘s when the first satellites were put into orbit by rockets. 13. The energy the sun sends the eart h each year would take 12-t rillion tons of coal to produce. This is about 25 times the world‘s estimated coal reserves. 14. The solar energy striking an average building in the United States is six to ten times the amount of energy needed to heat that building. From Amazing Sun Fun Activities by Michael Dailey. Learning Triangle Press, 1998 . ISBN: 0-07-0151777-6 15. A large sunspot can last for about a week. From www.hightechscience.org/funfacts.htm 16. The Earth‘s average velocity orbiting the sun is 107,220 km per hour. 17. To remind people to take precautions against the potential damage of UV exposure, the Environmental Protection Agency (EPA) and the National Weather Service developed the UV Index. The UV Index number, ranging from 0 to 10+, indicat es the amount of UV radiation reaching 6 the earth's surface during an hour around noon. A higher number means greater exposure to UV radiation. The UV Index is forecast daily for 58 cities, based on locally predicted conditions. It is valid only for about a 30-mile radius from the city, and, as with any forec ast, local changes in cloud cover and other factors may alter actual levels experienced. From American Cancer Society at http://www.cancer.org/docroot/PED/PED_7.asp?sitearea=PED 18 Bright sunshine on a house with about 100 square yards of roof area is equivalent to the heat energy in 17 pounds of coal or 15 gallons of gasoline. – Beth and Dan Halacy in Cooking with the Sun: How to Build and Use Solar Cookers” 19. Solar Cells were invented in the late 1950s. From “Photovoltaic Phacts” in Energy Sourcebook. TVA 20. The first major user of solar cells was the U.S. Space program. The ―wings‖ on satellites have thousands of solar cells; they power the satellite. From “Photovoltaic Phacts” in Energy Sourcebook. TVA 21. The tilt of the earth on its axis causes seasons. In winter, the sun appears lower in the sky because the northern hemisphere is tilted away from the sun. The heat of the sun is spread out more – is less intense – than it is in the summer. In summer, the sun appears higher in the sky. Its rays are more direct, making the land and seas warmer in the summer than in the winter. The differing tilt of the earth makes the land and seas warmer in the summer and cooler in the winter. From The Energy Sourcebook This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 22. Experts say Lake Erie receives more energy from the sun in a day than the whole United States uses in a year. From Amazing Sun Fun Activities by Michael Dailey. Learning Triangle Press, 1998 . ISBN: 0-07-0151777-6 23. Just 1% of the energy which streams down from the sun onto the Sahara Desert would, if convert ed to electric power, supply the while world‘s need for electricity for the next 20 years. Quoted in The Best Present of All, National Wildlife Federation. 24. Solar cells are made mostly of silicon and make D C electricity, like batteries. A single solar cells makes only a tiny amount of electricity. Generally a cell will make about 1 watt of electricity in full sun. They are sometimes the best source of electricity for locations far away from electric lines, f or things that are mobile electrical units (for which batteries are not a good option), and for items that use very small amount of electricity. They do not work at night. From “Photovoltaic Phacts” in Energy Sourcebook. TVA 25. Sunlight can penetrate clean oc ean water to a depth of 240 feet . From www.hightechscience.org/funfacts.htm 26. Solar Week is observed in March. 27. Stay Out of the Sun Day is July 3. 28. Sun/Eart h Day is March 20. 7 QUESTIONS ABOUT SOLAR ENERGY Q. What is a silicon solar cell? A. A thin wafer of electrically conductive material that generates direct current electricity when exposed to solar radiation. Q. How do sol ar cell s work? A. Silicon strips--wafers--are cut from large crystals, coated with boron or other material to produce a positive electric layer which interacts with the underlying negatively charged silicon layer to produce electricity. Q. What does photovoltaic mean? A. Photo means light; voltaic refers to Alexander Volta, who discovered voltage in ele ctric currents . Q. What happens when the sunlight strikes the silicon cell? A. Photons of sunlight are converted to electrons; the positive (+) layer--boron--accepts the electrons; the negative (-) layer--silicon--rejects the electrons, thus setting in motion a direct current of electricity. Q. What has been the principal use of sol ar cell s? A. For powering space vehicles and satellites --over 1,000 space machines in all, all powered by solar energy. Q. If sol ar cell s are so good, why don't we use them to produce electrici ty? A. They are too expensive--about $200,000 per kilowatt produced in space--more than the cost of an entire electric power plant. The cost has come down dramatically, however, in the past few years. Q. How do sunscreens work? Does baby oil really make you tan faster? Why do som e people tan more than others or end up getting a bad sunburn after spending the same amount of time out in the Sun? A. Untraviolet (UV) rays are a part of sunlight that is an invisible form of radiation . UV ra ys can penetrate and change the structure of skin cells. Excessive and unprotected exposure to the Sun has been associated with various types of skin cancer, including melanoma, one of the most serious and deadly forms. Such exposure to the Sun can also result in premature aging and undesirable changes in skin texture. Therefore, it is important to protect the skin. Two types of sunscreens --chemical (organic) and physical (inorganic)- protect skin against damage from UV rays. Chemical sunscreens absorb UV rays before they reach the skin, while physical sunscreens, such as titanium dioxide and zinc oxide, absorb, reflect, and scatter UV rays. Two types of UV radiation can affect the skin-UV A and UVB. UV A is the most abundant source of solar radiation at the Earth's surface and penetrates beyond the top layer of human skin. Scientists believe that UV A radiation can cause damage to connective tissue and increase a person's risk for developing skin cancer. UVB rays are less abundant at the Earth's surface than UV A because a significant portion of UVB rays is absorbed by the ozone layer. UVB rays penetrate less deeply into the skin than do UV A ra ys, but also can be damaging. Therefore, it is important to use "broad-spectrum' sunscreen that protects against both UV A and UVB ra ys. All sunscreens are required by the U.S. Food and Drug Administration (FDA) to contain a Sun Protection Factor (SPF) label, which indicates the sunscreen‘s effectiveness in offering protection from UV rays. SPF is determined by the minimum time it takes for a person to burn with and without the sunscreen. For instance, if it takes a person 7 minutes to burn without a sun- screen and 56 minutes to burn after applying a certain sunscreen lotion, then the SPF of that lotion is 8 (56 divided by 7). Higher SPF numbers indicate more protection. As a rule of thumb, you should always use a sunscreen with at least SPF 15. Instead of helping you tan, baby oil actually causes your skin to burn faster and offers no protection at all agains t UV rays. Tanning takes place in the epidermis, the top layer of the skin. The outer layer of the epidermis is made up mostly of keratinocytes (95 percent) and melanocytes (5 percent), the pigment cells. Most melanocytes reside in the bottom (basal) layer of the epidermis. The melanocytes produce melanin, which is responsible for the "brownish" color of our skin. Everyone has the same number of melanocytes, but not everyone makes the same amount of melanin. Non- tanners have melanocytes that are slow to respond to UV/Sun exposure (i.e., are less likely to produce melanin at the same rate). Usually, non-tanners are generally characterized by having fair skin and light hair. They burn easily after exposure to the Sun. As a general rule, the darker one's skin , the more 8 protected one is against UV damage. However, that doesn't mean that dark-skinned individuals are not susceptible to sunburn. It all depends on the amount of Sun exposure one receives. From The Science Teacher, Summer 2004. ADVANTAGES AND DISADVANTAGES OF SOLAR ENERGY Advantage s Clean – doesn‘t pollute Permanent (renewable) Plentiful Free Di sadvantages Must face south for best use May be blocked by buildings, etc. MISCONCEPTIONS ABOUT THE SUN 1. The sun moves across the sky from east to west. 2. The sun comes up in the east and goes down in the west. 3. The sun dips below the horizon just before dark. 4. The sun rises above your house. 5. The sun moved behind a cloud. 6. The sun isn't out on cloudy days. 7. A shadow changes as the sun moves. 8. The sun stays up in the sky longer in the summer than in the winter. 9. The sun moves in an arc across the sky. 10. When the sun goes down, the moon comes up. 11. The sun changes color. From Solar Matters. Florida Solar Energy center. 9 SOLAR ENERGY TIMELINE 200 B.C. 400 B.C. Greeks and Romans use ―burning mirrors‖ to focus sunlight as weapons of war to ignite fires and burn sails of enemy war ships. The Greeks had created fuel problems by ravaging forests for fuel to use for heating and cooking. They also used trees to fuel smelting operations and to build houses and ships. By the 5th century B.C., Greece was almost totally barren of trees. Modern excavations indicate that the Greeks oriented their homes toward the southern horizon and even designed entire cities to gain access to winter sunlight Magnifying glass used to concentrate sun‘s rays to make fire. Roman baths built with large windows facing south to let sunlight in for heat. Early Romans also used solar architectural concepts to design their homes. They used solar energy to heat the water in their public baths. They were the first to use glass as a solar heat trap in structures similar to modern greenhouses, where they developed the science of producing fruits and flowers yearround. After the fall of Rome, greenhouses and the use of glass were lost to Europeans until the Middle Ages. Collecting solar heat for horticulture was revived in the 16th century. Chinese document use of burning mirrors to light torches for religious purposes. Italian historian Pliney the Younger builds passive solar home using glass for the first time to keep heat in and cold out. Pliny, the Younger, was a wealthy writer who lived in second -century Rome He had a house in north central Italy, where winters are much colder than those in Greece. Because Pliny used glass in his windows, his home could be heated with solar energy. The glass trapped much more solar heat than stone walls alone. In fact, Pliny called his favorite room a heliocaminus – which means ―solar furnace.‖ Today, rooms like this are called ―sun rooms‖ Justinian Code enacted to protect sunrooms on houses and public buildings so that shadows will not interfere with the sun used for heat and light. The Anasazi Indians in the American Southwest built homes into the south face of cliffs so that they would be heated by the winter sun, but sheltered from the summer sun. 600 B.C. 1-500 A.D. 20 A.D. 100 A.D. 500 A.D. 1300s 10 1695 1700s 1700s French Georges Buffon concentrates sunlight using mirrors to ignite wood and melt lead. European aristocracy use walls to store solar heat for ripening fruit (fruit walls). England and Holland lead development of greenhouses with sloping glass walls facing south. Benjamin Franklin experiment with how the color of a material affects the amount of the sun‘s energy that is absorbed by the material. He placed one white cloth and one black cloth of the same size and material on a snow bank in the sun. The snow under the bl ack cloth melted. Swiss scientist Horace de Saussure invents first solar collector (solar hot box) French Scientist Edmund Becquerel observes photovoltaic effect First commercially-available solar water heaters produced in southern California. Initial designs were roof-mounted tanks. French scientist Augustin Mouchot patents solar engine. He also invented several solar appliances in the 1870s including a solar still, engine, pump, cooker and ice maker. Engineer John Ericsson, ―First American Solar Scientist,‖ develops solar-driven engines for ships. Solar-powered printing press working in France. The first solar-powered printing press went on exhibit in Paris. Crowds watched as 500 copies of the Solar Journal were printed, using sunshine for power. The sun‘s heat boiled water to make steam to run a steam engine that turned the press. Carnegie Steel Company invents modern type of roof solar collector. South Florida develops as a significant market for solar water heaters using mostly thermosiphon designs. Several companies serviced a market of about 50,000 homes. The industry virtually expired in 1950s unable to compete against cheap and readily available natural gas and electric service. Architect Frank Bridges designs world‘s first solar-heated office building Photovoltaic technology was born in the US with the invention of the silicon solar cell at Bell Labs Birth of solar cells (photovoltaics) Federal support for photovoltaic technology was initially tied to the space program, where its use was to provide power for the Vanguard satellite US oil imports surpass 50 percent The modern solar industry began when the 1973-74 oil embargo introduced its sharp rise in prices. The Solar Energy Industries Association formed. SEIA represents the interests of stakeholders in the solar industries and acts as a lobbying group in Washington DC President Jimmy Carter installs solar panels on the White House The Solar Energy Research Institute (SERI) formed. SERI – now the National Renewable Energy Laboratory is a national laboratory that provides research and development support for solar and photovoltaic technologies. America‘s first solar village built in Wisconsin. Wisconsin is far north, has bad winters, and the weather is often cloudy. It‘s the kind of state where many people think solar energy won‘t work. But the citizens of Soldier‘s Grove, Wisconsin, didn‘t believe that. In 1978, they made a law that new buildings had to get half their heat from solar energy. Since that year, o ver twenty businesses, the Community Library, the Post Office, an elderly housing complex and several home have been built in town. They have passed sun laws which make sure that one person can‘t take away another 1767 1839 1890s 1861 1880s 1880 1908 1920-50s 1950s 1950s 1954 1958 1960s 1973 1974 1977 1977 1978 11 person‘s sunshine by building too high, or by planting trees that would shade someone else‘s solar heating system. 1979 1980 1980 The solar industry was strengthened with the second oil embargo in 1979. Boeing and Kodak fabricated the first thin-film photovoltaic cells with efficiencies greater than 10 %. The first U.S. solar power plant was dedicated at the Natural Bridge National Monument in Utah on January 7. The $3 million photovoltaic system had 266,029 solar cells mounted in 12 long rows producing a 100-kilowatt output. The plant supplied electrical current for staff residences, maintenance facilities, a water sanitation system and a visitors‘ center. US government and private industry assist several thousand Navaho and Hopi Indians in Arizona and New Mexico in supplementing their passive solar homes with Photovoltaic power. Tokyo has approximate 1.5 million buildings with solar water heaters (more than entire U.S.); Israel uses solar water heating for approximately 30 percent of their buildings and all new homes are required to install solar water heating systems. New world-record efficiencies in polycrystalline thin film and single-crystal devices, approaching 16% and 30% respectively. Unglazed, low-temperature solar water heaters for swimming pools have been a real success story with over 100% growth in square footage of collectors shipped from 1995 -2001 At the Ol ympics in Atlanta, 2,856 photovoltaic cells covering 40,000 square feet provided 340 kilowatts of electricity to power the lights in the swimming complex. The water in the swimming pool - one million gallons of it - was heated by a solar thermal heating system. Solar eclipse on June 10. 1980s 1990s 1993 1995 1996 2002 From http://www.fsec.ucf.edu/ed/sm/ch1-general/timeline.htm and http://www.montanagreenpower.com/solar/curriculum/timeline.html and http://www.eia.doe.gov/kids/history/timelines/index.html From The Energy Sourcebook/ This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. From Amazing Sun Fun Activities by Michael Dailey. Learning Triangle Press, 1998 . ISBN: 0-07-0151777-6 From http://www.ktca.org/newtons/14/olympicsolar09.html Picture of Cliff Palace at Mesa Verde from “The Anasazi: Indians of Mystery 12 BULLETIN BOARDS ABOUT SOLAR ENERGY Since the sun is our closest star, it provides the earth with all of our heat and energy. Expand this idea of solar energy into real terms by having the children generate this bulletin board with paper and toy representations, or actual items brought from home. For example, to show the sun's significance in growing plants for clothing, use fluffy cotton for the cotton plant and doll clothes for the clothing. The sun is the basic source of energy for our earth and this board illustrates a simple energy cycle. Try a background of yellow Kraft paper and make the earth, the man, the cow, and the tree person out of black Kraft or construction paper. Trace the sun on tag- board and paint it in bright yellows and oranges. Make the sunbeams and the lettering out of fluorescent orange paper which can be purchased at your local school or art supply store. A green fluores cent paper for the arrow signs and a few leaves on the tree person will add impact, and a felt marker can be used for details and sign lettering Other Possible Captions: Let the Sun Shine In This Sunny World The Star We Live By Solar Fireworks The Sun: Our Daytime Star Seeing Sunspots Other Suns: Other Stars That‘s The Way The Sun Shines ! 13 BOOKS ABOUT SOLAR ENERGY Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott 1975 Cadecott Medal Winner. An adaptation of the Pueblo Indian myth which explains how the spirit of the Lord of the Sun was brought to the world of men. (Puffin, 1977). ISBN: 0-14-05021-14 (The) Charwom an’ s Shadow by Edward Dunsany An old woman who spends her days scrubbing the floors might be an unlikely damsel in distress, but Duns any proves once again his mastery of the fantastical. The Charwoman's Shadow is a beautiful tale of a sorcerer's apprentice who discovers his master's nefarious usage of stolen shadows, and vows to save the charwoman from her slavery. Sagebrush (May 1, 2000). ISBN: 0613213246 Child of the Sun: A Cuban Legend. Sandra Martin Arnold and Dave Albers (Pre-K, Primary and Intermediate grades). In this Cuban story, the Sun‘s jealousy causes him to refuse to share the sky with the Moon. Folklore which answers the question Why Do Eclipses Occur? (Troll Communications, Publisher). ISBN: 0816737487. (The) Day We Saw The Sun Come Up by Alice E. Goudey 1963 Caldecott winner. Atheneum (February 1, 1961). ISBN: 0684123657 Done in the Sun: Solar Projects for children. Astrid Hillerman This how-to book on the basic principles of solar energy is for children ages 6 and up. Fun experiments that can be done at home or in school/ (Sunstone Press, 1990). ISBN: 0865340188 Eclipse. James Turrell (Middle school – secondary). Turrell erected two structures, solely to photograph the last total eclipse of the century which occurred in August 1999. This book is a compilation of photographs, essays and includes a CD with specially recorded works. (Gerd Hatje Publisher). ISBN: 377 -5708987. Eclipses: Nature’ s Blackouts. Billy Aronson (Intermediate-Middle grades). This book explains the phenomenon of eclipses, includes wellillustrated diagrams, and explains how eclipses have been viewed throughout history. Aronson also explains the role eclipses have played in helping scientists understand the universe. (Watts Franklin, Publisher). ISBN: 0531158-101 Little Factory by Sarah Weeks. Preschool – Grade 2. A little man builds a little factory and little workers come to run the machinery and work on the conveyor lines. Then the factory expands and becomes crowded and full of smoke, which chokes the employees and makes them leave. The owner then cuts back, switches to solar energy, and everyone returns. Laura Geringer, 1998. ISBN: 0060274298 Sun Bread. Elisa Kleven. (Ages 2-6). Sun, fun and dough are on the rise in this tasty picture book about a baker who helps brighten up her snowbound town. Joy and color have all but disappeared in the midst of a dreary, relentless winter. But the proprietor of Fiesta Bakery believes she has just the recipe to set things right. With her "loving touch," she fashions a sun -shaped loaf of bread that magically rises and shines, filling the townspeople's stomachs and spirits. The animal citizens' celebration stirs the real sun from its sleep, creating a ripple effect that spreads sunshine and happiness throughout the land. A recipe for sun bread on the book's jacket invites readers to join the fun. (Dutton Books, 2001. ISBN: 0525466746) 14 Sun Up, Sun Down by Gail Gibbons Baby-preschool. Describes the characteristics of the sun and the ways in which it regulates life on earth. Vo yager Books (September 1, 1987) ISBN: 015282782X Sunlight. Sally Cartwright. Suggests simple activities and observations which demonstrate the characteristics of sunlight and its effect on plants, animals, and human being (Coward, McCann and Geoghegan, NY 1974 ASIN: 0698202880) Sunshine by Josepha Sherman Grades K-4. The author discusses how the Earth‘s rotation causes different aspects of the day – dawn, day, sunset and night. Through the sequence in the cycle of a day, children learn how the Sun causes weather and rainbows. Picture Window Books. 2004. ISBN: 1404800964. Sunshine Makes the Seasons (Let's-Read-and-Find-Out Science)Franklyn M. Branley Are there reasons for the seasons? It all starts with the sun. The sun shines on the Earth and keeps it warm. We have day and night because the Earth spins on its axis and we spend part of each day facing the sun and part of the day facing away from it. But why are days longer in the summer than in the winter? The answer to this question is explained through an experiment using a pencil, an orange, and a flashlight. And when you see this, you'll know the reasons for the seasons Harper Trophy , 1986. ISBN: 0064450198 Sunshine On My Shoulders . John Denver.(with audio CD and musical score). This heartwarming book - an adaptation of one of John Denver‘s best-loved songs - is a lovely reminder of the good, pure things in life. Sunshine On My Shoulders celebrates friendship, sunshine and simple joy. Children and adults alike will love Christopher Canyon‘s wh imsical and humorous illustrations that capture the innocence of childhood. The hardback edition includes a CD of John singing The Music Is You and Sunshine On My Shoulders, plus the musical score of Sunshine. This is the first of a series of picture book adaptations of John Denver‘s songs that reflect the gift of friendship and nature. (Dawn Publishing, 2003. ISBN: 1584690488 (The) Way To Start A Day. Byrd Baylor. In this Caldecott Honor Book, the way to start the day is to go outside, face the east and g reet the sun, as others in the past and present have celebrated the dawn.( Charles Scribner‘s Sons, NY 1978. Aladdin Library; Reprint edition,1986) ISBN: 0689710542 ) Why The Sun and the Moon Live in the Sky by Elphinstone Dayrell. 1975 Caldecott winner. Ages 4-8. Sun and his wife, the moon, lived on Earth and built a large house so that the water people could visit. But so many poured in that they were forced to move to the sky. Houghton Mifflin (September 9, 1968). ISBN: 0395296099 15 SOLAR ORGANIZATIONS Alliance To Save Energy 1725 K Street NW, Suite 409 Washington DC 20006-1401 Phone: 202-847-0666 American Solar Energy Society 2400 Central Avenue, Suite G-1 Boulder, CO 80301 Phone: 303-443-3130 Fax: 303-443-3212 Web: http://www.ases.org or www.solartoday.org ASES is a national organization dedicated to advancing the use of solar energy for the benefit of U.S. citizens and the global environment. ASES promotes the widespread ne ar-t erm and long-t erm use of solar energy. California Energy Extension Service Governor‘s Office of Planning and Research, 1400 Tenth Street, Room 209 Sacramento, CA 94814 Phone: 916-323-4388 Center for Energy Efficiency and Renewable Technologies (CEERT) 1100 11th Street, Suite 311 Sacramento, CA 95814 Phone: (916) 442-7785 or 877-PLUGIN2 Fax: (916) 447-2940 http://www.ceert.org/ CEERT is a unique collaboration of major environmental organizations, public interest groups and clean technology companies working to achieve a more sustainable energy future. Florida Solar Energy Center 1679 Clearlake Road Cocoa, FL 32922 Phone: 321-638-1000 Fax: 321-638-1010 Web: http://www.fsec.ucf.edu/ed/teachers Junior Solar Sprint. Sponsored by the U.S. Department of Energy with the Argonne National Laboratory, this annual competition challenges students in grades 7 and 8 to design, build and race small model cars powered entirely by solar energy. For solar car kits and information, contact: Argonne National Laboratory, Building 362-2B 9700 South Cass Avenue Argonne, IL 60439 Phone: 708-252-6489 Kids For Saving the Earth PO Box 47247 Plymouth, MN 55447 Midwest Renewable Energy Association 7558 Deer Road Custer, WI 54423 715-592-6595 Fax: 715-592-6596 Web: http://www.the-mrea.org 16 National Center for Appropriate Technology 3040 Continental Drive Butte, MT 59702 406-494-4572 www.montanagreenpower.com/solar/schools Northeast Sustainable Energy Association The largest regional energy association in the US and a leading force in public and professional education, advocacy, and policy information. 50 Miles Street, Suite 3 Greenfield, MA 01301 Phone: 413-774-6051 Fax: 413-774-6053 Email: nesea@nesea.org Web: http://www.nesea.org Renewable Fuels Association One Massachusetts Avenue, N.W., Suite 820 Washington, DC 20001 Phone: 202-289-3835 Fax: 202-289-7519 Web: http://www/ethanolRFA.org Solar Cookers International 1919 21 st Street, Suite 101 Sacramento, CA 95814 Phone: 916-455-4499 Fax: 916-455-4498 Web: http://solarcooking.org/ Solar Electric Power Association 1800 M Street NW, Suite 300 Phone: 202-857-0898 Fax: 202-223-5537 Web: www.SolarElectriPower.org Solar Energy Industrie s Association 1616 H. Street, NW 8 th floor Washington DC 20006 Phone: 202-628-7979 Fax: 202-628-7779 Web: http://www.seia.org SEIA has been the national trade group for commercial enterprises involved in solar energy for over twenty years Solar Now, Inc. The Sunroom 100 Sohier Road Beverly, MA 01915 Phone: 978-927-9SUN Fax: 978-927-9191 Web: http://www.Solarnow.org U.S. Department of Energy Conservation and Renewable Energy Inquiry and Referral Service PO Box 8900 Silver Spring, MD 20907 Phone: 800-523-2929 17 U.S. Department of Energy National Alternative Fuels Hotline 9300 Lee Highway Fairfax, VA 22031 Phone: 1-800-423 IDOE Phone: 703-934-3069 Fax: 703-934-3183 Web: http://www.afdc.doe.gov 18 FREE MATERIALS TO ORDER FREE CLASSROOM PRES ENTATI ON ON SOLAR ENERGY Sunshine on My Shoulder For teachers in West Tennessee. This visit is good to plan for a sunny day in the spring through early fall. The children learn about the sun's energy through books and activities. They will plant seeds, make solar prints, make a sun puppet, and help bake (and eat!) cookies in a solar oven. To schedule this classroom presentation, call the Energy Hotline at 800-342-1340 or contact Ramona Nelson, Western TN TEEN representative, Lowell Thomas Building, Room 302 A, 225 Martin Luther King Dr, Jackson, TN 38301, 731 -426-0536, Ramona.nelson@state.tn.us FREE-ON-LOAN TRAVELING TRUNKS TEEN is offering Tennessee teachers free rental of educational kits from the National Energy Education Development Project which usually rent for $150 or more. You only have to pay the return postage (usually no more than $10). You can keep the kit for 2 weeks. Consumables for your students are included; there may be a few things you have to provide but they are readily-available items. Solar-related kits available include background information and hands -on experiments to explore the concept of solar energy and photovoltaics at four different knowledge levels -primary, elementary, intermediate, and secondary. The primary -level The Sun and Its Energy Kit comes with a flipbook and class -based activities, including thermometers, a solar oven, a solar house kit with solar cells, a solar balloon, solar beads, and more. The elementary- level Energy from the Sun Kit comes with a detailed Teacher Guide, a class set of Student Guides, and the equipment to conduct the experiments, including two solar cookers, four solar house kits with ceiling fans and lights powered by PV panels, thermometers, solar balloons, radiometers, and more. The intermediate -level Exploring Solar Energy Kit comes with a detailed Teacher Guide, a class set of Student Guides, and five s ets of equipment to conduct the experiments, including radiation cans, thermometers, concave mirrors for solar concentration studies, PV kits, and more. The secondary -level Photovoltaics Kit comes with a Teacher Guide, class set of Student Guides, and equipment to conduct experiments, including multimeters and PV cells. To request a kit, send a request in writing on school letterhead to the address below or send an email to your regional representative (below) EXPERIMENT HOUSE. (Grades 5-8) Students learn how to collect data for experiments by building a cardboard house for solar or insulation experiments. Suggestions for experiments included. Good for group work. Available in classroom sets, if desired. FREE in multiple copies to Tennessee teachers. Out-of-state teachers will be charged a nominal fee. Possible Experiments: 1. How much warmer do things get in the sun than in the shade? 2 How much hotter does a house get when the windows face south instead of north? 3. Does the time of day make any difference? Does cloud cover make a difference? 4. Would a house with a white roof be cooler than a house with a dark roof? What if the roof were another color? NRG ART (Posters) Grades 3-10. Large 24x38 black and white posters that can be colored or painted. The following titles are available: Coal, Oil, Natural Gas, and Solar. One of each title per classroom available FREE to Tennessee teachers. Teachers in other states will be charged a nominal fee. SOLAR ENERGY Student Newspaper This newspaper, designed for grades K-1, is primarily pictures that can be colored along with very basic facts about solar energy. Classroom sets are available free from TEEN. 19 JUNIOR HIGH SCIENCE EXPERIMENTS. This booklet is no longer in print but TEEN will be glad to make you a copy of these more in-depth experiments for junior high students: Solar Energy In a Can Hot Water From The Sun A Solar Desalinizer More on Absorption A Passive Solar House SCIENCE ACTIVITIES IN ENERGY KIT: SOLAR ENERGY I (middle school) SCIENCE ACTIVITIES IN ENERGY KIT: SOLAR ENERGY II (high school) Several years ago, DOE published a series of activities on various energy topics. The kits included activity pages and a teacher‘s supplement. These kits are no longer in circulation but you may bo rrow a copy from TEEN by calling the number below. Tennessee Energy Education Network, William R. Snodgrass Building/ TN Tower 312 8th Avenue North, 9th floor Nashville, TN 37243-0405, Phone: 1-800-342-1340 inside Tennessee or 615-674-2994 outside Tennessee, Web site: http://www.tnenergy Anne Allen – eastern regional representative 865-531-8051 allen_ac@roanestate.edu Ramona Nelson – western regional representative 731-426-0536 ramona.nelson@state.tn.us STORIES OF THE SUN Downloadable book A collection of time-tested folk tales and legends, especially for children and people who don‘t have the time or patience for hours of reflection and spiritual reading. Free Download at the Web site below Danthonia Bruderhof Glen Innes Road Inverell, NSW 2360 Australia Tel: 04-6723-2213 Fax: 02-6273-2204 Web : http://www.b ruderhof.com.au/ SOLAR ENERGY AND YOU (Grades 1-4) Fact Sheet. (FS118) FREE. Energy Efficiency and Renewab le Energy Clearinghouse (EREC), P.O. Box 3048, Merrifield, Va. 22116-0121 Contact: Larry Goldb erg, Project Manager, Phone: 1-800-DOE-EREC (363-3732), FAX: (703) 893-0400, E-mail: doe.erec@nciinc.com , Web : http:// www.eren.doe/gov/consumerinfo 20 ALTERNATIVE FUEL MATTERS (Downloadable curriculum unit) Grades 6-9 One of 3 free downloadable curriculum units available on the FSEC web site. The units include hands -on activities and PowerPoint presentations that align to science standards. SOLAR MATTERS (Downloadable curriculum unit) Grades 4-8 One of 3 curriculum units available on the FSEC web site. The units include hands-on activities and PowerPoint presentations that align to science standards. SOLAR WONDERS (Curriculum Unit) Grades 9-12. One of 3 curriculum units available on the FSEC web site. The units include hands -on activities and PowerPoint presentations that align to science standards. UNDERSTANDING SOLAR ENERGY. (Grades 9-12) Downloadable unit from web site. Florida Solar Energy Center, 1679 Clearlake road, Cocoa, FL 32922 Phone: 321-638-1000, Fax: 321-638-1010, Email: info@fsec.ucf.edu, Web site: http://www.fsec.ucf.edu/ SUN -EARTH CONNECTION LITHO S ET A ten lithograph presentation about how solar activity is produced on the Sun and how it impacts the Earth's magnetic field and radiation belts. Spread out across those ten pages is a 3000-word story of Sun-Earth connection science that stresses the 10 most important concepts of solarterrestrial systems science. See http://sunearth.gsfc.nasa.gov/classlitho.htm to download text and pictures. SUN-EARTH DAY KIT There are 7-10 educational products in the packet meant to support and provide additional knowledge for those participating in Sun-Earth Day. For additional information, visit their web site at: http://sunearth.gsfc.nasa.gov/sunearthday/ or http://www.sunearthday.nasa.gov/index.htm . The website packet will include webcasts, videos, multimedia and print resources. If you need to contact the closest NASA Resource center to you, contact NASA Educator Resource Center 208 Gooch Hall University of Tennessee, Martin Martin, TN 38238 Attn: NASA ERC 731-587-7572 Email: rhondash@utm.edu 21 FREE DOWNLOADABLE LESSONS With intriguing questions such as ―Ever wondered what it takes to heat a 10 -ton lizard?‖, your students will be eager to benefit from these classroom lessons on renewable energy. A total of 45 lessons, centered on the role solarelectric power can play in providing clean energy to our communities are available for download from the website below. These 45 School Power…Naturally lessons are listed by level (Level II, Numbers 1-22, are for grades 5-8; Level III, Numbers 23-45, are for grades 9-12). New York State Energy Research and Development Authority 17 Columb ia Circle Alb any, New York 12203-6399 1-866-NYSERDA NYSERDA Web site: http://www.nyserda.org/ Download from www.SchoolPowerNaturally.org STORY OF THE SUN Downloadable Book You might want to check out the other 29 free books offered at this site. Use these to read to your children or help them learn to read. Your kids can even use them as coloring books. Download this book and accompanying worksheets at the website below. Just go to the preview section and take the short tour, and the books are yours for keeps. All you need to do is download, print, and assemble. You will need to click on the ―Assemble Your Book‖ key to know how to put your book together properly. Learning Page 1630 E. River Road #121 Tucson, ZA 85718 Web site: www.readinga-z.com Download site: http://www.readinga-z.com/newfiles/tour/tour7.html RENEWABLE ENERGY FACT SHEETS Include information and classroom activities. FREE. ENERGY, TECHNOLOGY AND SOCIETY (Grades 9-12) Provides information on alternative energy technologies. FREE. Solar Energy Industries Association, 1616 H Street, N.W., 8th floor, Washington, DC 20006 Phone: (202) 628-7979, FAX: (202) 628-7779, Web site: http://www.seia.org 22 INEXPENSIVE MATERIALS TO ORDER THE DIRT MADE MY LUNCH CD This CD, which includes the Solar Energy Shout song and the Sun, Soil, Water and Air song, can be purchased through the Banana Slug String Band‘s website below. (You can listen to a clip of the Sun, Soil, Water and Air Song at http://www5.cruzio.com/w5a146/products.html#dirtlunch ) The band also offers assemblies, workshops and various other presentations which stimulate children to learn. CD-$15.00; Songbook - $9.00. Banana Slug String Band PO b ox 2262 Santa Cruz, CA 95063 Phone/Fax: 831-425-SLUG Email: slugs@bananaslugstringb and.com RACE FOR THE FUTURE Video Introduction to the history and promise of solar and electric cars. 21 minutes Color. Grade Level: Grades 7-12, College, Adult. ISBN: 1-56029-446-9. 1992. An exciting glimpse into the past, present, and bright future of nonpolluting, energy-efficient, solar and electric cars. With world tension always centered around oil reserves, and environmental concerns on everyone's mind, Americans are beginning to look beyond the petroleum era. This video offers hope and serves to open students' eyes to possible solutions. RACE FOR THE FUTURE documents four major competitions for solar and electric cars, the real testing grounds for this new generation of automobiles. Th ese races were run from Florida to Michigan, in New York, Arizona and New England. Study Guide available. Purchase $49. Rent $20. BUILDING THE BROOKHAVEN HOUSE Video Documents the design and construction of the Department of Energy's prototype passive sol ar home. It shows how standard building materials and techniques can be used with a conventional design to achieve 75% savings on fuel bills.. 25 minutes, Color, 16mm available, Grade Level: 7-12, College, Adult. 1982. ISBN: 1-56029-292-X. . Purchase $49. Rent $20. Bullfrog Films P.O. Box 149 Oley, PA 19547 Tel: 610/779-8226 Fax: 610/370-1978 http://www.b ullfrogfilms.com/catalog/ THE SUN book. Find out what type of star the Sun is, what fuels its enormous energy, and what the Sun‘s position is in our galaxy. Kids will be intrigued to learn about eclipses, solar activity, and space weather and will gain an insight into the crucial relationship between the Sun and Earth. Hard cover $16.95. Paperback: $5.36 Crab tree Publishing 1-800-387-7650 http://www.crab tree-pub .com/ 23 COOL CAP Use the sun's energy to fan yourself. An on/off switch allows you to control the built-in fan which is powered by a small, lightweight solar panel on top. Silent operation. You may also attach two AA batteries** to run the fan in the shade. When you're in the sun the sun powers the fan! While your wilting friends are green with envy, you'll be cool as a cucumber. Or you could order one for a friend too! Adjustable to fit men and women. $17.99 SOLAR POWERED ENERGY KIT Make a real sun powered fan and other activities. Solar cells, small motor and tools included. For ages 10 and up. $19.99! SOLAR EDUCATIONAL AND TOY MODULE (0.5V 800mA, 95 x 65 x 6mm) $6.99 Cart will add $2.50 shipping and handling, $1.50 ea. additional cell. CrystalBay POB 2635, Fair Oaks, CA 95628. http://www.crystalbay.net/ SOLAR HEATING KIT A unique and inexpensive kit that covers the history of solar heating and lets you experiment to improve heating efficiency. A gravity-fed water system through a solar collector is used to test and record data on heating capabilities. The lessons allow you to determine heating potentials, background reflection -absorption abilities, adaptabilities to commercial use, and current methods of solar heating. Includes: collector, student study sheets and a detailed teacher‘s manual. Item 3001100. $19.95 SOLAR ELECTRICITY KIT Build a Solar Power Demonstrator! This kit consists of an encapsulated solar cell array, a miniature motor, a wind propeller, an optical illusion disc, and an instruction manual. With these components and the included instructions, you can study the impact of artificial light versus sunlight and learn the basic principles of solar cell energy generation. Item 3001231. $9.95 SOLAR – DRIVEN WOOD KITS Demonstrate the principle of solar energy and the free power available from the sun. Kits include pre-cut balsa wood or acrylic pieces, DC motor, solar panel, and motor pulley. Kits either snap together, needing no glue, or use the included adhesive. All wood pieces may be painted. Two-foot twin wire leads are included with the 3" x 1 1/2" solar panel. For ages 8 & up. Windmill (8‖ x 4‖ x 4‖) (Glue) Item 3035863 $21.95 Solar Helicopter (snap) Item 3037424. $21.95 24 SOLAR CELL GRAB BAG Bag contains cells that were broken or cracked in manufacture. Irregular sizes and shapes. Sizes and outputs vary. Can be soldered together for greater voltage and current. Includes 10 pieces or more per bag. Item 3035220. $9.95. (2 or more - $9.50) SOLAR SPECTRUM CHART A full color chart of the solar spectrum on heavy chart paper with varnish overcoat 10.5‖ x 28‖. Item 3036424. $16.95 (1) $16.50 (2 or more) SOLAR SHUTTLE When exposed to the heat of the sun, the air in the black solar shuttle heats up, lifting it up into the sky. You control this dirigible with a tether line. Just tie one end of the balloon with the attached wire, run with the mouth of the balloon open to inflate to 10' x 2', then tie the other end shut and affix the tow line. Weight: 2 oz. Item 3053627. Package of 2 shuttles - $8.95. 500 feet of 50lb. Test line – Item #3081742 - $4.95 SOLAR HEADSET/ AM-FM RADIO The Soltronix Headphone Radio is solar powered AM/FM headphone that offers superb sound quality. The solar module allows it to operate in as little as 30% of full sunlight. An y additional power generated goes to charging the battery while the headphones are still operating. When turned off, all power goes to recharging the batteries. One hour of charging in full sun gives 1 -2 hours of night-time use while the fully charged battery provides over 18 hours of radio play. Uses environmentally friendly NiMH batteries. Highlights include extended bass, comfortable dual headband, and unobtrusive internal antenna. Item 3029642. $39.95 SOLAR BOTTLE BOATS KIT Build 3 vessels out of your recycled plastic beverage bottles, then power them using the included ½ watt, waterproof solar panel. Build a solar speed boat, a n air boat and a surface submarine. Includes solar panel, solar motor with wires, water propeller, air boat propeller, mounting tape, 5: metal shafts, wire nuts, complete instructions for three designs. Item #G31057-03. 21.95 SOLAR MODEL CAR KIT. Construct a motorized DIY project using power from a solar cell. Children learn how motors and automotive transmissions work. Comes with solar cell, metal body, gears, shafts, motor, and all necessary parts. Recommended for ages 10+. Metal construction, solder free. Item #H30816-49. $17.95 SOLAR AND BATTERY POWERED ELF KIT Motorized robot kits powered by solar offer a do-it-yourself project plus motorized root in one. This solar elf provides a unique memorable experience. Battery not included; solder free, wooden. #H30816-47. $21.95 PHOTON SOLAR RACER KIT Make a real solar racer that runs quickly — up to 10 feet in six seconds! The Photon Racer assembles quickly too, in about 45 minutes. No batteries or model glue required, just scissors and a screwdriver. Sleek, transparent plastic body looks great as is, or add your own custom paint job (paints not included). Skill Level I Item M3052882. $24.95 Edmund Scientific Company 101 East Gloucester Pike Barrington, NG 08007-1380 Phone: 609-573-6250 or 547-3488 Phone: 1-800-728-6999 Web : www.scientificsonline.com 25 PORTABLE UV LIGHT This portable, 4-watt long-wave UV light is handy for demonstrating fluorescence of mineral samples, soap powders, paints, currency and of course you can use it with UV Beads. Item #UV-635. $10.95 SOLAR BAG You‘ve never seen a solar bag like this! A 50-foot-long, 3-foot diameter, thin, black plastic solar bag holds over 200 cubic feet of air. Simply fill with air by running, tie off the ends, and let the solar energy of the sun heat the air inside the bag. Within about five minutes, the bag (which must be tethered with string) will rise into the sky. These solar bags are the largest on the market anywhere. Item SLR-200. $12.95 (1-10) UV BEADS A package of 250 UV detecting $6.95. item UV-AST. SUN PAINT AND BEADS Use special paint that changes color when exposed to sunlight. Learn about UV light from the sun and why sunscreen is so important. Item #PRI300. $12.95 THE SATURN SUNDIAL PENDANT The Sturn dial is inscribed with the Latin, ―CARPE DIEM,‖ for ―seize the day,‖ and makes a fantastic gift. In the center of the sundial is a colored glass bead. When place on a flat surface in direct sunlight, a small colored beam of light illuminates the time. Item TIM-230. $18.95 SUNCLOCKS BOOK by Jeffrey Trionfante This book contains both instructions and patterns to make 3 different types of sundials (horizontal, vertical and equatorial) for 9 different latitudes covering most major U.S. cities. Item TIM-250. $12.95. Educational Innovations 1-888-912-7474 Fax: 203-229-0740 www.teachersource.com GIANT SOLAR CELL WITH EDGE CHIPS Item G13744. 4 3/8‖ x 2 ¼‖ giant silicon solar cell puts out over 1 amp shot circuit current and .5V open circuit voltage in direct sunlight. These have chips on their edges but it does not affect the output. (If you want to purchase the same cell without chips, the cost is $7.00) Cost of chipped cell (Item G13744) is $1.99. SMALL 1/2V –9VDC MOTOR This small motor will operate on one solar cell (.5V) These motors are o ften required when demonstrating how a small solar cell works . Item G13622. $1.29 each. Electronic Goldmine PO Box 5408 Scottsdale, AZ 85261 Phone: 1-800-445-0697 Fax: 480-661-8259 Web : www.goldmine-elec.com/ 26 SOLAR COOKER KIT DIRECTIONS (Grades K-8) Directions for making a small solar device from common materials. Ma y be duplicated. $1.00 per copy. Send self-addressed stamped envelope. Energy & Marine Center, Phone: (727) 848-4870 or (727) 848-4881, FAX: (727) 848-4881, E-mail:gperkins@pasco.k12.fl.us. Web site: http://www.pasco.kiz.fl.us/EMC/emc-homepage.html SOLAR MOTION KIT Now you can clearly demonstrate the location of the Sun in the sky as the seasons change with this easy-to-assemble Solar Motion Kit. Visually demonstrate why summer days are longer than winter days. Show where the sun will rise and set and how high it will be in the sky for any month of the year. Compare the length of day for different latitudes and different seasons or set it to illustrate the Sun‘s apparent motion for your specific location. Each kit includes enough materials to construct 24 models and includes a Teacher‘s Guide with assembly instructions and discussion questions for your class. Item # 18590205. $19.95 SUN CHART Display this full-color Sun chart while addressing concepts related to Earth in the solar system and the power of the Sun. The chart presents dramatic and interesting facts about the Earth‘s energy source. Lists physical da ta such as sun‘s diameter, mean distance from Earth and radiation emitted. Also shows and describes prominences, sunspots, photosphere, chromosphere and corona. Measures 14‖ x 15‖. Item 18589479. $11.95 SOLAR PHENOMENA 35mm Slides The Chromosphere, Solar Flare, Coronal Transient , Acti ve Prominences, Solar Prominence , Magnetic Loops, X-Ray Corona, Bright Points, Outer Corona, Corona, Auroral Oval, Eruption, Northern Lights, Chromatic Spray. Item 15574911. 20/set. $33.75 Frey Scientific P.O. Box 8101 100 Paragon Parkway Mansfield, OH 44903 1-800-225-FREY Toll Free Fax: 1-877-256-FREY www.freyscientific.com HOT WATER AND WARM HOMES FROM SUNLIGHT It's probably not a new concept to most students, but the notion of harnessing sunlight can be expanded in exciting ways. In this GEMS unit, students actually build and study model houses and home water heaters to understand and appreciate the nature of this powerful source of alternative energy. 0 -912511-24-9 . Grades level 4-8. $13.50. GEMS University of California, Berkeley Lawrence Hall of Science #5200 Berkeley, CA 94720-5200 Phone: (510) 642-7771 Fax: (510) 643-0309 http://www.lhsgems.org/contactus.html 27 DELUX E SOLAR EDUCATIONAL KIT Grades 3 and up. Just how much can one photovoltaic cell do? For starters, it will charge your students with the knowledge of how solar energy can be captured and utilized. This kit includes a series of experiments that go beyond the solar cell, allowing kids to make their own electrical circuit, adjust voltage and current, and then use their solar power to energize a radio, pinwheel, light and more. Item #SD22016. $19.95 Mindware 2100 County Rd C W Roseville, MN 55113 Order b y Phone: 1-800-999-0398 Customer service : (800) 274-6123 Toll-free fax : (888) 299-9273 http://www.mindwareonline.com/mwstore/index.cfm SOLARGRAPHICS KIT (same as SUN PRINT KIT below) Nature prints drawn by the sun. Arrange flowers, leaves, seashells or other nature objects on the 5 x 7 sun sensitive paper, expose in the sun for a few minutes then develop in tap water. 15 sheets and a transparent cover. #337 for kit. $6.95 each. 12/$6.25 each. Item #3387 for 15 -sheet refill kit ($5.95 each). RADIOMETER This ever popular and intriguing instrument is used to demonstrate solar radiation. Black and white vanes will turn in a virtual vacuum inside the radiometer when placed in sunlight.#620. MAGIC BEADS Beads change color I sunlight instantly! Great for detecting ultraviolet light. Try experimenting with sun block lotion and sunglasses to test their effectiveness. Use a lanyard cord to make a Magic Beads necklace or bracelet. #154. 170 per package. $5.00 pkg. SOLAR BAG Fill this 50 foot long bag with air, wait a few minutes and this large black bag will rise into the sky. This is the largest Solar Bag on the market today. Item #161. $16.00 (The best time for a launch is in the morning when air outside is sunny but cool) Museum Products, 84 Route 27, Mystic, CT 06355 1-800-395-5400 FAX: 860-572-9589 , Email: museumprod@aol.com Web : www.museumproducts.net 28 THE DYNAMI C SUN CD-rom "The Dynamic Sun" is a multimedia educational presentation on the Sun and its effects on the Earth. This CD-ROM contains three presentations (i.e., grades K-5, 6-8, 9-12) in Adobe Acrobat PDF format, each with over 30 video clips and a teacher's guide for each presentation. The purpose is to educate, engage, and develop student interest in the Sun and in exploring science. Shows images and video clips on the Sun from SOHO (Solar and Heliospheric Observatory), presents factual information on the Sun and sun-related topics, explains Sun features including sun spots, shows how explosions on the sun occur and effect the Earth (auroral lights, power outages, etc.), and details Sun study projects. Version 5.0site, and the Storms from the Sun interactive poster. Item 400.1-2 This CD can be ordered for $6 from address below BLACKOUT! Solar Storm s and Their Effects on Planet Earth Video Grades 5-12. "Blackout", takes you on a journey from the Sun to the Earth as eruptions known as solar storms travel to Earth and effect our lives in ways we still don‘t completely understand. 3-D animations bring to life the journey, through 150 million kilometers of space, of these outbursts of "space weather". The video, complete with 3 -D graphics, was produced and written by a teacher, for the purpose of illustrating concepts too difficult to visualize for the typical Middle School student. The concepts of CME‘s (Coronal Mass Ejections), flares, and the solar wind are explained both visually and by use of analogies, to help stude nts grasp the scope of these phenomena. The questions: "What does this mean to me?" or "Why should I be concerned?" are also addressed in the video. What effects solar storms have on the human inhabitants of Earth are explained in ways that "hit home" for the Middle School student and emphasize in an exciting visual way, the awesome power of the Sun. 19 min. 1999. Item 010.2 05V. $15.00 MAKI NG SUN-EARTH CONNECTIONS CD-Rom Grades 6-12. Making Sun-Earth Connections was designed to provide a basic understanding of the structure of the Sun and its effects on Earth. The ready made presentations were developed on 4 levels for the education community to reach a K-12 audience. The presentation contains 21 video clips, graphics and audio (grades 6 -8 and 9-12). Item 400.1-34. $6.00 OUR VERY OWN STAR; THE SUN Packaged Set Grades K-4. This easy-to-read book is designed for students in grades K-4. Read about solar flares and sunspots and why scientists study the sun. Also includes: Nuestra Propia Estrella el Sol - This is the Spanish version of the easy-to-read book Our Very Own Star: the Sun. Designed for students in grades K-4, it has information about solar flares and sunspots and why scientists study the sun. Can also be used in a basic Spanish class. Item 300.1 -14P. $6.00 ULYSSES : VOYAGE TO THE SUN Video Grades 9-12. Describes the mission, planned jointly by NASA and the European Space Agency, to e xplore the atmosphere around the Sun. Using information obtained from Skylab, the program discusses the Sun's corona an d electromagnetic field, as well as solar wind and solar flares. 10 min. 1985.,Item 010.7 -04V. $15.00 anne: there are two of these vendors NASA CORE Lorain County Joint Vocational School 15181 Route 58 South Ob erlin, OH 44074 Phone 440-775-1400 or toll-free 1-866-776-CORE (2673) Fax 440-775-1460 E-mail nasaco@leeca.org Home Page: http://core.nasa.gov/ 29 MAKING SUN EARTH CONNECTIONS CD Grades 6-12. The CD provides a basic understanding of the dynamics of the Sun, of the aurora, and of the turbulent space around Earth. It includes four complete presentations -- targeted at four different educational levels that allow teachers, scientists, and amateur astronomers to present a broad overview of Sun-Earth science in an engaging, lively format. The presentations on the CD include 28 video clips, colorful graphics, and audio narration (grades 6-8 and 9-12). New additions to version 2.0 include highresolution image gallery, movie gallery, litho set, and self-running kiosk. Presentations are available in both English and Spanish on line at http://sunearth.gsfc.nasa.gov/SECEF_SunEarthDay/NewPresSplash.htm. For Power MAC/WIN '95 . Item # 400.1-34. $6.00 each EXPLORING SUN-EARTH CONNECTI ONS KITS There are 7-10 educational products in the packet meant to support and provide additional knowledge for those participating in Sun-Earth Day. For additional information, visit their web site at: http://sunearth.gsfc.nasa.gov/sunearthday/ The packet will include an assortment of the following materials: Educator guides on Auroras, ―Our Very Own Star: The Sun‖ and ―Auroras: Mysterious Lights in the Sky‖ booklets, ―Making Sun-Earth Connections‖ and ―Space Weather‖ CD-ROMs Brochures on ―What causes the Northern Lights? ―New Views of the Sun‖ and ―Aurora‖ Posters, and a Template showing the relationship of the sun to the earth $6.00 each. Orders can be placed with a VISA, MasterCard, Check, Money Order or school purchase order mailed to the address below: NASA CORE Lorain County JVS 15181 Route 58 South Ob erlin, OH 44074 440-775-1400 FAX 440-775-1460 toll-free 1-866-776-CORE BE SUN-SIBLE Skin and sun facts, ready-to-reproduce teaching materials. , #PS10 - $4.00 THE SUN poster Colorful and whimsical, this poster is ideal for helping students in grades 5 -12 learn about the Sun. This highly visual, attractively illustrated, and truly informative poster was produced with funding from the Exxon Education Fund to elaborate on the National Science Education Standards that specifically deal with energy. The poster includes several activities appropriate to the energy concept being explored National Science Teachers Association (NSTA) Marketing: Peggy Irwin, 1742 Connecticut Avenue, N.W., Washington, DC 20009 Phone: 703-243-7100, FAX: (703) 243-7177, Web : http://www.nsta.org 30 RENEWABLE ENERGY ACTIVITIES. Grades 7-10 Seven activities on solar, wind and biomass energy, as well as energy values and attitudes. may be reproduced . $4.00. Check or money order must be made out to the Research Foundation of SUNY New York Science, Technology and Society, c/o W. Peruzzi, 89 Washington Avenue, Rm 674 EBA, Alb any, NY 12234 Phone: (518) 473-9471, FAX: (518) 473-0858, Web site: http://www.nysed.gov THE SUN POSTER Colorful and whimsical, this poster is ideal for helping students in grades 5 -12 learn about the Sun. This highly visual, attractively illustrated, and truly informative poster was produced with funding from the Exxon Education Fund to elaborate on the National Science Education Standards that specifically deal with energy. The poste r includes several activities appropriate to the energy concept being explored. Item PS037X06. Member price: $3.80. Non-member price: $4.75 BE SUN-SIBLE Skin and sun facts, ready-to-reproduce teaching materials. #PS10. $4.00 NSTA (National Science Teachers Association) 1840 Wilson Boulevard Arlington VA 22201-3000 USA Phone: 703.243.7100 Fax: 703-243-7177 Web : www.nsta.org AMERICAN TOUR de SOL Innovative solar and electric cars –more than half of them built by high school and college students – compete in this annual road race every spring. The Northeast Sustainable Energy Association (NESEA), which organizes the race, has a teacher resource packet with background info plus instructions for building a miniature solar car and more – all for $2.00. Northeast Sustainable Energy Association (NESEA) 23 Ames Street Greenfield, MA 01301 Phone: 413-774-6051 SUNPRINT PAPER KIT Produce beautiful prints from natural or manmade objects. Expose to sunlight and develop in tap water. Images appear in minutes and are permanent. Large size - 12" x 16" sheets, 12 sheets. Item TED-86676. $11.75 Large size refill – 12‖ x 16‖ sheets, 12 sheets. Item TED-86686. $8.50 Small size - 4" x 4" sheets, 15 sheets. Item TED-88656. $3.75 Small size refill sheets – 4‖ x 4‖, 15 sheets. Item TED-88666. $2.10 Parent Teacher Aids 5000 Smithridge Drive, Suite A-21 Reno, Nevada 89502 Phone: 775-825-3328 Fax: 775-825-3348 Web : http://www.zteacher.com/main.asp (to order) http://www.zteacher.com/pta-nv/ (home) 31 ECLIPSE SHADES ABSOLUTEL Y SAFE FOR DIRECT SOLAR VIEWING. Eclipse Shades provide the ultimate in protection from harmful solar radiation. Lenses are made of exclusive scratch resistant optical density 5, "Black Polymer" material. Eclipse Shades filter out 100% of harmful ultra-violet, 100% of harmful infrared, and 99.999% of intense visible light. These premium filters create a sharper ORANGE colored image of the sun. $1.00 each. 50/$42.50. (NOTE: Ask if they have an y o verruns. If they do, they will often sell them to you much cheaper.) Rainbow Symphony, Inc. 6860 Canb y Ave., Suite 120 Reseda, California 91335 800 821-5122 - 818-708-8400 Fax: 818-708-8470 email: rainb owsymphonystore@rainbowsymphony.com Web : http://store.yahoo.com/rainb owsymphony/gensolecshad.html THE SUN Downloadable Thematic Unit Ages 7-10. The unit on the sun describes the properties of the sun and their effects on our planet Earth. The unit is a primer for students. It introduces them into the awesome world and energy of the sun. Activities include: Questions and Answers ,Word Find, and Criss Cross. This pdf file must be downloaded. If you place your order online you may download it immediately. If you place a mail or fax order please include your email address so we can send the file to your Platform: PDF file for both Windows and Macintosh. Item TH32. $3.50 School Express www.ishoptoday.com or www.schoolexpress.com SOLAR COOKER Four folding reflector panels catch the Sun's rays and direct them into a protected cooking compartment. Easy to assemble and light to carry, this oven is perfect for the field. Measures 25 cm x 64 cm x 64 cm folded. Item WW6371100. $42.00. Science Kit and Boreal Lab oratories 777 East Park Drive Tonawanda, NY 14150-6784 800-828-7777 http://sciencekit.com 32 SUN PRINT KIT. All you need is water, a little sunshine and imagination for hours of fun making photographic type prints. Available in kit of 10 sheets (4‖x 4‖ each). Included are sheets, acrylic plate and instructions in lightproof envelope. Item 11855W2. $3.95 SOLAR CELLS A photovoltaic cell in an encapsulated panel to allow handling without breakage normally associated with fragile solar cells. 1 ― x ¾‖ .45 v, 100mA. Item #12052-2. $10.95 BOOK PLUS: SUN The Sun consists of a colorful teaching model, reproducible activity cards and background information. Explore the layers of our nearest star – from corona to core. Each layers ha been recreated…the model is made of resilient, non -toxic, EVA foam, with removable pieces that stimulate problem -solving skills and develop small motor skills. The book covers background information activities, and extension ideas. Teachers can cut out the task card and use it in a learning center or as a group activity. The models are 10‖ x 15‖ x .75‖ thick. Item #14994-2. $22.50 SCIENCE IN ACTION: SOLAR ENERGY videotape Learn how the power of the sun is captured and controlled to provide an alternate source of energy to oil, and the many uses of solar power. 20 min. Item V5197-2. $19.95 SOLAR OVEN Experiment with a device that harnesses the sun for practical purposes…Based on the principles of a solar collector, the temperature rises over 190 degrees C behind the heatretaining oven window….Allows cooking of most types of food using standard plastic cooking bags…Lightweight, simple to set up and operate. Folds to 4‖ x 10‖ x 10 ‖ for storage… Teachers guide included. Item #11274W2. $41.50 SOLAR ENERGY LAB KIT A complete lab, with solar energy collector, solar heater, energy focusing lens, and thermometer –more than 25 energy conservation experiments. Item 11729W2. $9.95 SOLAR ENGINE Demonstrates the sun‘s energy. When in sunlight, the vanes rotate at a high rate of speed. When in darkness, the vanes cease movement altogether, showing the simple principle of energy from the sun can be converted into motor energy. This device gives your students the benefit of seeing the bombardment of molecules within a near vacuum. Comes with complete sheet cataloging known and unknown factors about energy. Item 07323W2. $9.50 SOLAR ENERGY KIT This kit is designed for use by all who are curious about solar energy. Included: a solar cell, which is encapsulated in a 1 ¾‖ x 2 7/8‖ panel. Also included is a 1.5 volt DC motor, a red plastic propeller, and one 12‖ lead wire. A fun way to acquire basic knowledge about the energy source of the future. Item 11728W2. $19.75 SOLAR PANELS Great for science experiments of for just powering your radio at the beach. All models include a 12-foot cord with a standard 2.1mm x 5.5mm plug and a limited 1 year warranty. Item 13967W2 (4volt/150mA model, for use with portable radio powered by 2AA, 2C or 2D cell batteries). $34.95 Schoolmaster Science/School-Tech, Inc 745 State Circle Box 1941 , Ann Arb or, MI 48106 Phone: (734)761-5072 or 1-800-521-2832 Fax: (734)761-8711 or 1-800-654-4321 Email: service@school-tech.com Web : http://www.wolverinesports.com/ 33 HOW TO MAKE AND USE A SOLAR BOX COOKER How to make, use and understand solar cookers. Instructions to build b ox and panel type solar cookers from cardboard and suggested alternate materials. Recipes and new section for teachers. Each one you buy makes one available to an educational institution overseas. $5.oo plus $1 postage. Solar Cookers, International, Kevin Porter, Office Manager, 1919 21st Street, Suite 101, Sacramento, CA 95814 Phone: (916) 455-4499, FAX: (916) 455-4498, E-mail: info@solarcookers.org, Web site: http://www.solarcooking.org SOLAR SCIENCE ACTIVITIES. (Grades 5-9) Collection of dozens of hands -on solar energy experiments. $5.00. Solar Energy Industries Association, 1616 H Street, N.W., 8th floor, Washington, DC 20006 Phone: (202) 628-7979, FAX: (202) 628-7779 Web site: http://www.seia.org THE MOUSE AND THE SUN SHORT STORY Reading Level 2.This Canadian folktale takes place in a time long ago, when the few people who lived were spread out over long distances. In the story, the animals rule the earth. When a young by becomes angry, he creates trouble for all creatures by catching the sun in a snare. A giant mouse, the biggest animal on earth at the time, saves the sun for everyone. Item #RL2-014. $3.00 Storycart Press 381 Rock Road East Lamb ertville, NJ 08530 Information: 203-975-8465; Billing/Fax: 609-466-8933 http://www.storycart.com/RLTwoScripts.html 34 RELATED WEB SITES PICTURE: ANNULAR ECLIPSE ftp://ftp.sunet.se/pub/pictures/astro-images/annular.gif Several images show the progression of the annular eclipse that occurred on May 10, 1994. SOLAR ENERGY EXPERIMENT. http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Space_Sciences/SPA0020.html. Simple experiment to demonstrate that energy from the sun can be collected and stored in many ways THE SOLAR SCHOOL (Australia) http://das.ee.unsw.edu.au/~solar/ This site features quizzes, projects, and even a virtual solar power station. Designed and hosted by the University of New South Wales, it also has links to solar weather data at several locations in New South Wales. HEAT FROM THE SUN Curriculum Unit http://dev.nsta.org/ssc/ (Choose lesson 947) Lesson plan from NASA for high school students. Contains student materials and teacher materials in pdf format. Students learn that the sun is the primary external source of energy for Earth. They e xamine the effects of the basic processes by which a substance (including Earth) absorbs radiation at one set of wavelengths and reradiates that energy at longer wavelengths, understanding that this process is largely responsible for the heating of the atmosphere and of Earth's surface and surroundings. SUN, SPECTRA and STARS Curriculum Unit http://dev.nsta.org/ssc/ (Choose lesson 949) Lesson plan from NASA for high school students Students learn that earth systems have both internal and external sources of energy, both of which create heat. The sun is the major external source of energy. SOLAR CLIP ART http://dir.coolclips.com/Industry/Resources/Energy_andElectricity/Solar/ Clip art related to solar energy. SOLAR ENERGY Video http://edugreen.teri.res.in/misc/clips/video.htm TERRAVIEW capsules are an audio-visual series of five-minute films, focussing on a range of environmental issues. These were telecast at prime time on the national network, these films provide an opportunity for the viewers to expand their understanding and knowledge base on energy, environment, sustainable development, and related areas. To view these capsules, you would require Realplayer plug (available at this site) File size: 5.11 MB. Duration: 4:40 minutes FLORIDA SOLAR ENERGY CENTER http://fsec.ucf.edu Take and animated tour. SOLAR ENERGY UNIT http://qihs.aps.org/science/teacher/solar.htm Background information as well as current solar energy options is presented in an active, hands -on format for students in grades 8 or 9. Learner outcomes will be measured utilizing alternative assessment. The culminating activity will involve groups creating a solar collecting device utilizing the following concepts; angle of the sun‘s rays, energy absorbing colors, insulation and reflection. THE LONG WINTER http://hazel.forest.net/whootie/stories/long_winter_canada.html Read this Canadian folktale (part Whootie Owl‘s Stories to Grow By Series) at this site. In the long -ago years before there were people, the sun disappeared for three years and the animals determined they must search for the lost heat. 35 SCHOOLS GOING SOLAR http://irecusa.org/schools/index.html Did you know that many schools across the country are equipped with solar energy systems that not only provide solar electricity, hot water, good quality lighting and other benefits to th school building, but also help students augment their math and science studies, and even help them stay healthier and earn better grades overall? PICTURE: Midnight Sun in Greenland http://lava.nationalgeographic.com/cgi-bin/pod/PhotoOfTheDay.cgi?month=01&day=06&year=04 Eight exposures on the same photographic plate, made at 20-minute intervals, capture the midnight sun over Littleton Island near Greenland. From National Geographic. PICTURE: The Stormy Sun http://magma.nationalgeographic.com/ngm/0407/feature1/zoom1.html From the National Geographic. THE SUN: A MULTIMEDIA TOUR http://michielb.nl/od95/ This virtual tour of the sun is an informative and interesting place to find out about our nearest star. Effective graphics, MPEG movies, and interesting commentary make this a great spot to learn about solar flares, how light is produced, the sun‘s influence on the earth, much more. HOW TO BUILD A VERY SIMPLE SUN DIAL http://muweb.millersville.edu/~physics/ex.of.the.month/73/worksheet2.htm STANFORD SOLAR CENTER. http://solar-center.stanford.edu/. The solar investigations people at Stanford University are ―providing Solar Online Activity Resources for the joy of solar science exploration.‖ They‘ ve done a good job with this large site, offering news, activities, quizzes, solar facts and folklore (fascinating!), tons of science and space links, solar art and much more. FAQs ABOUT THE SUN http://solar-center.stanford.edu/FAQ INTERVIEW WITH MR.SOL http://solar-center.stanford.edu/interview/nemiroff.html Mock interview with the sun. THE SOLAR COOKING ARCHIVE http://solarcooking.org/ Great information on many s olar cooker models, recipes, and fun facts. ONLINE RENEWABLE ENERGY MODULE http://solstice.crest.org/renewables/re-kiosk/solar/index.shtml THE SUN’S JOULES http://solstice.crest.org/renewables/sj/index.html ONLINE RENEWABLE ENERGY MODULE http://solstice.creest.org/renewables/re-kiosk/solar/index.shtml SUNDANCE SOLAR http://store.sundancesolar.com This commercial site is where you can purchase solar energy products, rechargeable batteries, and educational kits. SOLAR ECLIPSE HOME PAGE http://sunearth.gsfc.nasa.gov/eclipse/solar.html From NASA, information about solar eclipses 36 LIVING WITH A STAR: EDUCATOR’S RESOURCE GUIDE http://sunearth.gsfc.nasa.gov/classliving.htm An educator's reference to SEC resources, including web sites of all SEC missions and their EPO home pages, selected activities, and glossary. Click on the Web site to download the resource gu ide. (1.6M pdf format) SOLAR COLLECTORS activities HOW THE SUN HEATS THE EARTH http://webpages.marshall.edu/~bady/RICK/ENERGY.HTML Look under the ―Light‖ heading for these activities PHOTOELECTRIC EFFECT SIMULATOR http://webphysics.ph.msstate.edu/ccp/27-5 WHY? FILES ARTICLES: Solar Energy http://whyfiles.org/041solar/index.html SOLAR ENERGY SUCCESS STORIES http://www.accessone.com/~sbcn/index.htm SOLAR COOKER DIRECTIONS http://www.accessone.com/~sbcn/index.htm Receive instructions on building a real solar cooker that can prepare an entire meal with the heat of the sun. SINGING SCIENCE RECORDS http://www.acme.com/jef/science_songs/ Listen to these songs at this site ―Solar Energy‖ song (from the Energy and Motion LP) ―Why Does The Sun Shine?‖ ( From the Space Songs LP) ―The Earth Goes Around the Sun‖ (from the Experiment songs LP) ―Where Does the Sun Rise?‖ (from the Experiment Songs LP) LEARNING FROM LIGHT! http://www.aep.com/environmental/renewables/solar/default.htm American Electric Power is working with schools throughout the country to help them track their energy usage and show students how solar and wind energy are a part of our total energy mix. Links to a school project in Bluffsview, Ohio, where solar panels =were installed and students are analyzing energy demands and usage. ASTRO FOR KIDS http://www.astronomy.com/asy/default.aspx?c=a&id=2222 How the sun provides heat and other interesting tidbits. HOW A PHOTOVOLTAIC CELL WORKS DIAGRAM http://www.azsolarcenter.com/technology/cellwk.html. DOWNLOADABLE SOLAR UNITS http://www.azsolarcenter.com/education/edtemplate1.html or http://www.azsolarcenter.com/education.html This site offers a free solar energy curriculum for upper elementary/Intermediate grades. The curriculum, developed by Florida Solar Energy Center, has 25 exercises that rely on free or low -cost materials to provide students hands -on experience with the principles of solar water heating, photovoltaics , solar cooking and other subjects. The curriculum is available to teachers at no cost. It also includes a bibliography and list of related web sites, as well as more than 30 photos of solar applications around the world. THE BEST SUNDIAL PATTERN http://www.bbc.co.uk/norfolk/kids/summer_activities/make_sundial.shtml SCIENCE ACTIVITIES FOR THERMAL ENERGY AND HEAT http://wwwbhs1.bham.wednet.edu/squalweb/departments/Cap/ScienceProjects/projheat.htm Links to this lesson available on this site: Solar Cookout – Harness the energy from the sun to power a parabolic oven and cook a hotdog. (Issues in Science) 37 BILLY B. SINGS “SUN UP, SUN DOWN” http://www.billybproductions.com/index.php?pageID=14&PHPSESSID=f5fc3f83d4246fb82a931e4fb46fa320 This five minute clip of a live performance shows Billy opening his show with the song titled, SUN UP,SUN DOWN. This song is a wonderful opening because it introduces some of the p rimary concepts needed in understanding life on earth; water is everywhere, plants use the sun‘s energy to make food while they release oxygen and that the earth is in constant motion. LESSON PLAN FOR GRADES K-1: The Sun http://www.bpa.gov/corporate/KR/ed/sold/energy/k1/the_sun.pdf Download the lesson plan from this Science Outreach – Learning Through Discovery (SOLD) site MOVIE: SUN http://www.brainpop.com/science/seeall.weml You can see a wide assortment of animated movie clips at this site. SUN SAFETY QUIZ http://www.cancer.org/docroot/PED/content/PED_7_1x_Take_the_Sun_Safety_Quiz.asp?sitearea=PED Outdoor activities add tremendously to health, fitness and general well -bing. But beware: Exposre to the sun can damage the body in many ways. How much do you know about sun safety? Find a shady spot and take this quiz from the American Cancer Society. SING ALONG SOLAR SONG http://www.entersci.com/sunshine.html Listen to The Sun Is A Mass karaoke at this site. Cute. BUILD A SOLAR COOKER http://www.eere.energy.gov/roofus/pizza.html This Dept. of Energy web site provides easy-to-follow instructions for building a solar cooker that really works. Try it yourself for small cooking jobs like warming cookies and making s‘mores. You will need to print out the instructions from Make A Solar Cooker. ROOFUS’ SOLAR HOME http://www.eere.energy.gov/roofus/ Join Roofus on a tour of his solar-powered dog house. SUN SAFETY CROSSWORD PUZZLE http://www.epa.gov/ozone/puzzles/uvpuzzle.html You think you know what the action steps to sun safety? You'll really be Sun Wise if you can finish this online interactive puzzle! SUNWISE ACTIVITIES PAGE http://www.epa.gov/sunwise/kids/index.htm The SunWise School Program web area has some fun activities for elementary school -age kids. ABOUT PHOTOVOLTAICS: AN ANIMATED TOUR http://www.eren.doe.gov/pv/howworks.html US Dept. of Energy Photovoltaics program with animations, video and online HOW TO VIEW A SOLAR ECLIPSE http://www.exploratorium.edu/eclipse/how.html How to make a pinhole projector, the safest way to view an eclipse. SOLAR MAX 2000 http://www.exploratorium.edu/solarmax/index.html The year 2000 was a ―solar maximum‖ year. This means that it had the highest degree of solar activity within the current solar cycle. (Each solar cycle spans 11 years.). This site explains sun spots, coronal mass ejections, and emissions of high-energy solar flares which are ―solar maximum‖ indicators we see here on earth. Complex concepts are clearly explained through video interviews with scientists, text, links to recent solar news, and totally stunning images of the sun taken through an assortment of telescopes. The site includes classroom activities. 38 A GOOD SUN CLOCK LESSON http://www.exploratorium.edu/science_explorer/sunclock.html http://www.exploratorium.edu/science_explorer/clock_diagram.ht JR. SOLAR SPRINT http://www.fsec.ucf.edu/Ed/ACTIVIT/JSS2000.HTM A hands-on solar car race for kids. The modern ―soap box derby‖ SOLAR WONDERS http://www.fsec.ucf.edu/ed/sw/ This online solar energy science unit, developed by the Florida Solar Energy Center, is intended to help high school teachers give their students an awareness of the power of solar energy and to show its impact on their lives. The programs presented in the unit provide an overview of the technologies, an understanding of their principles, and detailed case studies of their uses. The site contains two award winning solar energy science units: SOLAR MATTERS for teachers and students in grades 4-8 and SOLAR WONDERS for high school teachers and students. A full hands -on curriculum containing teacher information, classroom exercises, student worksheets in html format. PICTURE: SOLAR ACTIVITY http://www.geo.mtu.edu/weather/aurora/images/sun/910606l1.gif A color photograph of a yellow solar flare emerging from the orange surface of the sun. PICTURE: SOLAR FLARES http://www.geo.mtu.edu/weather/aurora/images/sun/sun-flare.jpg Some solar flares surge from the surface of the sun THE SUN: A PICTORIAL INTRODUCTION http://www.hao.ucar.edu/public/slides/slides.html Slides of the sun by P. Charbonneau and O.R. White HOW SOLAR CELLS WORK http://www.howstuffworks.com/solar-cell.htm This simple three-part lesson explains solar cell basics. Includes links. ELEMENTARY and MIDDLE SCHOOL SOLAR LESSON PLANS http://www.infinitepower.org/lessonplans.htm These lesson plans were created by a team of professional educators and renewable ene rgy experts. All of the lesson plans and accompanying fact sheets are available in Adobe Acrobat format. (Can be downloaded at the site) Lessons include: Elementary School Lesson Plans (Grade 4) Studying the Sun Testing the Power of the Sun Middle School Lesson Plans (Grade 6) Building a Parabolic Solar Water Heater Testing Solar Water Heaters for Swimming Pools Constructing and Testing Solar cookers High School Lesson Plans (Grade 9) Testing PV Cells THE INTERSTATE RENEWABLE ENERGY COUNCIL http://www.irecusa.org This council has many educational resources for schools. Their www.SchoolsGoingSolar.org program highlights different ways schools are utilizing renewable resources in their construction and energy management. 39 INSTRUCTIONS FOR MAKING A HORIZONTAL SUNDIAL http://www.lmsal.com/YPOP/Classroom/Lessons/Sundials/sundials.html Learn a lot about these timepieces and find out how to make different kinds depending on which hemisphere you‘re in. Some can even be worn as necklaces or carried as keychains! ROOFUS’ SOLAR HOME http://www.marcopolo-education.org/mg/website187.aspx MR. SOLAR HOME PAGE http://www.mrsolar.com/ Charlie and Fran ‗s desire is to help others become as self-reliant as they have been on their Utah hom estead since 1974. Site has a large data base of solar electrical information. NORTHEAST SUSTAINABLE ENERGY ASSOCIATION http://www.nesea.org/education/materials.html NSEA is the largest regional energy association in the US and a leading force in public and professional education, advocacy, and policy information. Find teaching materials such as lesson plans and other activities at this site. SOLAR ENERGY PICTURES http://www.nrel.gov/data/pix/ Do a search on such topics as ―solar energy, solar-passive, solar-photovoltaics, vehicles -sunrayce‖ at this DOE Photographic Information Exchange site for pictures about solar energy. You will find such pic tures as: Solar/geothermal house (PIX number 05584) Solar-powered smart window (PIX number 03938) Photovoltaic panel (PIX number 00168) Solar panel on a roof (PIX number 01700) Solar cell (PIX number 04065) Solar townhouse (PIX number 04473) Passive solar house (PIX number 04474) Passive solar house (PIX 00500) Inside a passive solar building (PIX 00135) Sunraycer solar car (PIX number 04518) Houseboat solar panel (PIX number 06278) Flexible and Rigid photovoltaic modules (PIX number 06677) Silicon chip (PIX number 04486) Solar Energy Research Facility in CO (PIX number 01257) Solar power tower (PIX number 02183) Solar Precipitation collector in Smoky Mts. (PIX number 07538) ASTRONOMY WITH A STICK http://www.nsta.org/awsday Learn how to measure the apparent path of the sun across the sky. Many people around the world first observed the path of the sun to set their calendars. LESSON PLAN: Materials That Absorb Solar Energy http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/solarenergy.html For Early Elementary grades. THE WARMTH OF THE SUN http://www.sciencenetlinks.com/lessons.cfm?DocID=329 This lesson plan will help students broaden their understanding of the sun, particularly its critical role in warming the land, air, and water around us. ANGLE OF SUNLIGHT ACTIVITY http://www.scienceteachingideas.com/pdf/AngleLab.pdf This is affectionately as the "Skittles Lab," although this version uses beans. This lesson is floating around the Internet in many versions. A good way to teach why right angle sunlight will heat an area more than a narrower angle. 40 PICTURE: SUNBURST THROUGH TREES http://www.serve.com/wizjd/pics/redw01_m.jpg Rays of sunlight pour through the trees in Redwood national Park. CURRENT IMAGES OF THE SUN http://www.solar.ifa.hawaii.edu/MWLT/mwlt.html Download dated images of the sun‘s surface at this site. SOLAR COOKS http://www.solarcook.com SOLAR DOME http://www.solardome.com SOLAR ENERGY INTERNATIONAL http://www.solarenergy.org/ This home page for Solar Energy International (SEI) lists workshops for learning a bout renewable energy sources and provides links to government agencies, nonprofit organizations and publications about energy. VIEWS OF THE SUN http:/www.solarviews.com Energy generated in the Sun‘s core takes a million years to reach its surface. Every second 700 million tons of hydrogen are converted into helium ashes. In the process 5 million tons of pure energy is released; therefore, as time goes on the Sun is becoming lighter. To learn more about the sun and the awesome energy it releases, visit this site. SOLARWORKS, INC. http:/www.solar-works.com This Solar on Schools program helps schools obtain funding, and provides installation assistance, training and materials to acquire and operate solar panels to demonstrate the educational, economic and environmental benefits of solar energy systems. Information and an application are available on the website. SOURCES OF ELECTRICITY http://www.sourcesofelectricity.com/info.html Learn about all the ways electricity can be made, including solar energy at this site. AUGUST 1999 SOLAR ECLIPSE http://www.sternwarte.at/sofi99/eclips99.html Descriptions and diagrams of solar eclipses. FOUR SIMPLE SUNDIALS FOR YOU TO MAKE http://www.sundials.co.uk/projects.htm Step-by-step instructions for creating your own equatorial, horizontal, and diptych sundials. SUNRAYCE http://www.sunrayce.com/sunrayce/index.html The Sunrayce program challenges college students to design, build and race solar-powered cars in a longdistance event. SOLAR SPLASH http://www.sunrayce.com/s olar_splash/index.html The Solar Splash is the World Championship of solar-electric boating. It is an international intercollegiate competition which takes place over fi ve days. The various events stress system design and both short distance speed and long distance endurance. USES OF SOLAR ENERGY http://www.sunwind.ca/solar/solar_energy_uses.html Describes how the sun is used to tell time, cook, etc. SOLAR ENERGY COLORING BOOK http://www.txses.org/coloring_book.pdf A fun way to introduce kids to solar energy. Requires Acrobat Reader 4.0 or later – 365 k bytes. 41 SOAKIN’ UP THE SUN http://www.uen.org/Lessonplan/preview?LPid=2418 Simple experiments with puddles show evaporation happens as water molecules escape from the earth's surface. When they escape, they change from liquid to gas, or water vapor in a process called evaporation. The sun is the source of energy that causes this to occur HOW BIG ARE THE EARTH, SUN AND MOON http://www.uen.org/Lessonplan/preview?LPid=10987 These activities will help students understand where the sun is in the solar system and how big the earth, moon, and sun are. SUN OR SHADE? http://www.uen.org/Lessonplan/preview?LPid=11067 Students will use a thermometer to measure the air temperature in several places around the school and then return to the classroom to graph the data. In addition, students will grow 3 plants in different sunlight and record the growth INVESTIGATION: IS IT HOT IN THE LIGHT? http://www.uen.org/Lessonplan/preview?LPid=9757 In this activity, students will make observations that things in direct sunlight are warmer than things that are not in as much sunlight. Also, they may notice that there may be more heat near asphalt, brick, or cement because heat can be stored and radiated from these, also. INVESTIGATION: IT’S HOT http://www.uen.org/Lessonplan/preview?LPid=9761 Classroom activities help students understand the effect of sunlight on the Earth. TRACKING THE SUN Activity http://www.uen.org/Lessonplan/preview?LPid=2500 In this activity students plot the movement of the sun across the sky. As they make their own records over a period of time, they learn first hand the actual movement of the sun for their location DOWNLOADABLE LESSONS http://www.wattsonschools.com/activities.htm Lower elementary, upper elementary, middle school and high school. There is something for everyone in this collection of fun, collaborative, solar energy activities and lesson plans. Topics, organized by grade level and subject area, include physical properties of the sun, fossil fuel formation, the greenhouse effect, and senate debates on energy issues. Adobe Acrobat required. LINKS TO SUN MYTHS http://www.windows.ucar.edu/tour/link=/mythology/planets/sun.html This site has links to myths about the sun from several cultures. 42 TVA SOLAR POWER GENERATING SITES TVA has establis hed photovolt aic (PV) systems to generate solar power at the following sites. 1. Cumberland Science Museum - Nas hville. TN 2. Dollywood Site #1 - Pigeon Forge. TN 3. Dollywood Site #2 - Pigeon Forge. TN 4. Gibson County High School - Dyer. TN 5. Ijams Nature Center - Knox ville. TN 6. Cocke County High School - Newport, TN 7. Duffield Primary School - Duffield. VA 8. Sci-Quest - Hunts ville, AL 9. American Museum of Science & Energy - Oak Ridge, TN 10. Lovers Lane Soccer Complex - Bowling Green. KY 11. Finley Stadium - Chattanooga. TN 12. Oak Ridge National Laboratory - Oak Ridge. TN 13. Florence Water Treatment Facility - Florence, AL 14. University of Mississippi - Oxford. MS 15. Mississippi State University- Stark ville, MS From www.tva.com/greenpowerswitch/solar_sites.htm 43 SOLAR ENERGY IN LITERATURE: The Fable of Max Once there was a little boy named Max. Ma x was an extremely lively young man who always accepted any challenges given him. He thought he could do everything bigger or better or faster, and he was always ready to prove himself. One day Max saw a beautiful bird flying up in the sky. The bird would flap and flutter with hardly an effort, gliding on the winds. The bird saw Max on the ground. Ma x thought to himself, ―I bet I can fly better than that bird.‖ So Ma x found a tall tree and he climbed it branch by branch until he reached the top. ―Oh bird,‖ said Max.‖I can certainly fly better than you‖. The bird just watched curiously as Max started flapping and leaped from the top of the tree. ―AAAAAAAAAAAHHHHHHHHH!!!!!!!!!!!!!PLOP.‖ You can , can you?‖ asked the bird, still flying around in the clouds. ―I‘ll show you,‖ said Max. Ma x thought for a while and finally thought of a way he could fly better than the bird. He bought some metal for wings, some rubber for tires and finally, a great big engine, for he was going to build an airplane. When he finished building his plane, he took a can of gas and filled the tank of the plane, because, unlike the bird, Max needed gasoline to fly. He started the engine.Vrrrrrrroooooommmmm. What a noise! Ma x got in his plane and off he went racing through the sky. The bird didn‘t like all that noise at all so he went away to hide. ―You see,‖said Max.‖ Now who can fly best of all?‖ After awhile, Max got tired of his airplane and went for a walk by the ocean. There he saw a great whale playing in the waves. Up for a breath and then down to the bottom of the sea the whale would go, without a second thought. ―I can dive deeper than you,‖ said Max. The whale didn‘t understand how a human could dive deeper than a whale. Ma x jumped in the water, and he and the whale took deep breaths and down they swam. Max swam and swam until he had gotten very deep and then he realized, ―Oh no, I need a breath of air!‖ Up to the surface he swam as fast as he could, ―GAAASSPP.OHH!‖ ―HoooomHaaaaaar,‖ laughed the whale. ―I didn‘t think humans could swim like whales.‖ :I‘ll show you,‖said Max, and he went off to build himself a submarine. He bought heavy metals, air tanks and motors to run his machine. When he was all ready, he filled his little sub with gasoline for it needed fuel to run. He jumped in and closed the hatch and down he floated in his submarine. The whale was disgusted by all the noise and bubbles that Max‘s machine made so h e swam down to the bottom of the sea to hide. ―Now who can dive the deepest?‖ Max shouted. But the whale was nowhere to be found. After a time Max got tired of his submarine, and besides, he was kind of cold so he went off to the desert to warm himself. It was the middle of winter so he still didn‘t feel very warm. He found a little lizard who was lying on a big rock in the sun. ―How do you keep warm?‖ asked Ma x. ―I lie on a rock in the sun, and when the sun goes down I crawl underneath the rock where I stay warm all night long.‖ ―Huh! Well I can do better than that.‖ And Max went to building himself a house. He bought wood and windows, stone and nails, but he didn‘t insulate to keep the house warm. He realized his house was still cold, so Max brought in a giant gas furnace that growled and spurtled as he lit it. ―There,‖ said Max.‖ Now I am warmer than you.‖ ―The little green lizard just lay there in the sun.‖ One day Max was off flying around in his airplane, zooming across the sky. He was leaving trails of smoke wherever he went. He was looking for a bird to race. Suddenly the engine went putt-putt, sputter-pop. ―Oh no!‖ Ma x thought.‖My plane is out of gas!‖ VRROOOOMMMMM_splat. The plane and Max crashed to the ground. All of a sudden it was very guiet.The little bird poked his head out of his nest. ―Ahh, tweet tweet,‖ said the bird. ―Now who can fly best?‖ Off the bird went floating in the breeze as happy as ever. Ma x went off to the ocean to have a little trip in his submarine. Down he went bubbling all the way. When he got to the bottom of the sea he searched around for the whale. At last something happened. ―My! Cough! Cough! It‘s getting rather hard to breathe! OH NO!! The submarine is out of gas too!‖ Ma x opened the hatch and up to the surface he swam for a breath of air. ―Gasp!‖ ―Hooooom Hooooom Haaaaar,‖ said the whale, who had secretly watched this. ―Now who can swim the deepest?‖ The whale did a flip out of the water with a great splash and dove down to the bottom of the sea where all was quiet and peaceful again. 44 Now Max was really wet and cold and very disappointed in his machines. He hated being outdone by animals. He went to his house and sat down by the heater to get warm. He was shivering. ―Ahh,‖ thought Ma x. ―At least I can stay warm here.‖ Putt, sput, sput pop. ―Oh no, not again,‖ Max moaned. ―Even the gas furnace is out of fuel.‖ Now the cold wind blows in through the cracks in the walls that Max never fi xed. ―Oh, woe is me. What will I ever do now?‖ Ma x then looked out the window, and there was the little green lizard sitting in the sun, warm as ever. Ma x had an idea. He got a bunch of windows and put them on the south side of the house. He bought some stones for the floors and walls to trap the heat that was pouring in through the windows, and he put up big pads of insulation to keep his house warm. ―There we go;‖said Max.‖ This time I learned something from the animals.‖ The lizard liked Max‘s house now and he came in. The little green lizard and Max fell asleep together lying in the sun where it was so warm and nice. _Shaun Taylor From: Get Your Hands On Energy. Found in Energy Activities for Primary Children 45 SOLAR ENERGY IN LITERATURE: Where Do You Kids Get All That Energy? Soo Lee and Mandy tip-toed out of their tent. It was so early, the sun was just beginning to peek over the mountain behind them. They sneaked over to the boys' tent and slipped a paper bag inside. Then they ran all the way to the lake and hid behind the big rock. They laughed and laughed. A few minutes later, they heard screaming from the boys' tent. Carlos and Jeremy came flying out in their underwear, flapping their arms and yelling. "Help! Help! Something's crawling all over me!" "Jake, get these bugs off of me! Yeow!" The boys ran straight into the lake and dove under the wat er. When their heads popped back up, they Soo Lee and Mandy st anding on the shore, laughing. Soo Lee yelled, "What's the matter, boys? Got ants in your pants?" "That'll teach you to put frogs in our sleeping bags !" added Mandy. A little while later, they were all back at camp, eating a big break fast of hotcakes and sausage. Jake, the boys' counselor, said, "No more practical jokes, you guys." And Ellen, the girls' counselor, just shook her head and asked, "Where do you kids get all that energy?" After cleaning up, they packed a picnic lunch and headed for Look out Mountain. It took them all morning to climb the steep, rocky path to the top. While Jake and Ellen cut up fruit and made sandwiches, the kids explored the mountain top. They watched as an eagle swooped down to catch a field mous e caught out in the open. After lunch, the counselors rested in the shade of the famous Lookout Tree. "Let's play King of the Mountain," suggested Jeremy. . "You mean Queen of the Mountain, don't you?" answered Mandy. As the kids ran off, Ellen yelled after them, "Where do you kids get all that energy?" After hiking back down the mountain, the whole group headed to the lake. The cool water felt so good. The counselors lost a ferocious wat er battle with the campers. Carlos and Soo Lee grabbed fishing poles and walked to the pool where Lookout Creek emptied int o the lake. It was their turn to catch dinner. Mandy and Jeremy took a bucket and went looking for blackberries. After a delicious dinner, everyone sat on the big rock by the lake, watching the sun go down. "Let's go for a moonlight canoe ride," said Jeremy. "Aren't you kids tired yet?" said Jake. "You've sure worn me out today !" 46 "Where do you kids get all that energy?" asked Ellen, for the third time that day. Soo Lee sat up. "Where do we get our energy, Ellen?" she asked. Ellen pointed to the sun sinking into the horizon. "That's where we get our energy -from the sun." "You mean we have to be out in the sun to get energy?" "No, I don't mean that. We get our energy from the food we eat. All the food we eat comes from plan tslike wheat and corn, and fruits and vegetables. And the plants get their energy from the sun." "But, wait a minute! We ate sausage today-that comes from a pig," said Carlos. "Yeah," said Mandy. "And we ate fish for dinner. Fish aren't plants." "You're right," said Jake. "But those pigs and fish got their energy from the plants they ate. And those plants got their energy from the sun." "Oh! I see," said Carlos. "I ate the sausage that 's made from a pig. The pig ate corn, and the corn got its energy from the sun." "Let's do a sun dance!" said Jeremy, jumping up and waving his arms at the setting sun. "You guys go ahead and I'll watch. I'm too tired to dance," said Ellen. "Here, Ellen, eat these leaves," laughed Mandy, as she handed a branch to t he counselor. "You need some energy. You'd better eat the whole tree if you're gonna try to keep up wit h us tomorrow!" From Primary Stories and More from The National Energy Education Development Project (NEED) NEED has a Project Membership kit, valued at $35, filled with all kinds of energy-related materials, games, activities, competitions, stories such as this one and the quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network by calling 1-800-342-1340. 47 SOLAR ENERGY IN LITERATURE: Sunman by Laura Simms This audience participation story comes from the Bushmen who live in the Kalahari Desert in South Africa . I am going to tell you one of the oldest stories in the world. It is based on a Bushman myth from A frica. You can help me tell this story. In many places in the world children and adults join in with song and gesture. Let me teach you the refrain in the story, so you can sing it along with me. Sing the song two times Sunman, Sunman, Bring us your light Sunman,Sunman, Chase away the night. Now let's add these gestures.'" Good. Cross your arm s near your wai st and then lift them up, stretched out. Repeat the song and gestures two or more times. In the earliest times there was no day, and there was no night. The earth was covered by a grey mist. The people could not see things far away. The people could not see things nearby. One day a boy was born, a boy who had a great ball of light under his armpits. It was as round as a sweet melon. It was as large as an ostrich egg. When he lifted his arms it was day, and when he put down his arms it was night. Put up your arm s for “day,” and down for “night.” He was called the Sunman. Everyone loved the Sunman. Because when he awoke, he put up his arms and it was. . . When he put down his arms it was. . . Let the children respond “light” and “night” People could see one another. The children could go out to play. They could see the food they were eating. They could see things far away. E very one loved the Sunman. And every one sang the Sunman song. Sing song and add gestures. Sometimes the Sunman grew tired. In the middle of the day he would put down his arms. E veryone would call out... Repeat the song two times His arms would go up and there would be light. You can repeat thi s with gestures two times. Time passed. The Sunman grew old and the S unman grew tired of keeping his arms up all day long. So one day the Sunman crawled into a cave and went to sleep. Tilt your head as i f to sleep. The people went to the mouth of the cave and they sang... Repeat the song 2 times. But the Sunman did not wake up. The people called and they clapped and they sang and they stamped. But the Sunman did not wake up. The earth grew dark and cold. The people grew sad. One day the old people called to the children and they said: If you are in a large open space, call the children together in a circle as i f you are seated around a fire outdoors. Let them act out the rest of the story with you guiding them. Choose one child to be the Sunman asl eep. "Children go quietly." Have the children repeat. "Children go carefully." Have the children repeat. "Go to the cave where the Sunman sleeps." Have the children repeat. 48 "Lift him in your arms and take him outside and throw him up into the sky." Have the children repeat, along with gesture of throwing him into the sky. The Sunman flew higher and higher. He just kept spinning until his arms spread open and there was light. After throwing gesture, keep arm s up and wa tch him spin. But the Sunman rose higher and higher in the sky. He spun faster and faster until he turned int o a ball of fire. He was not a man anymore. He was the sun. Arm s open. The people still sing his song. Repeat the song two times, arm s up and do wn. The Sunman is still in the sky. You can see him. From morning until evening he walks across the sky. At night he sleeps. And everyone still sings his song. From “Joining In: An Anthology of Audience Participation Songs and How to Tell Them” by Teresa Miller. A 125-page anthology of participation stories from 18 storytellers, nationwide. Each story includes the teller's words and actions, as well as the audience's participation, conveniently printed side by side. (Yellow Moon Press, 1988) ISBN: 0938756214. $14.95 from http://storydynamics.com/Publications/Books/ji.html 49 SOLAR ENERGY IN LITERATURE: How The Sun Made A Promise And Kept It Long, long ago, the god Weese-ke-jak made the earth and the sky. There were oceans and lakes. There was dry land. Weese-ke-jak made birds to fly in the sky. He made fish to swim in the oceans and lakes. He made animals to lie on the land. The earth was a beautiful place. But sometimes it was not a good place to live. In those days, the sun went wherever he wanted to go. He only visited the' earth sometimes. When he was away it was dark and cold. "I must do something,'1 thought Weese-ke-jak. "We need the sun to light and warm us." 'Weese-ke-jak thought and thought. At last he had a plan.. "The next time the sun visits the earth," Weese-ke-jak said, "I will catch him in a net. I will keep him close to the earth. Then the earth will always be warm and light." Weese-ke-jak made a net out of ropes. The net was very large and strong. Then Weese-ke-jak waited. When the sun came near the earth again, Weese-ke-jak took his net. He swung it around and around. Then he threw it up into the sky. The net dropped over the sun. The sun was caught. The sun pushed and pulled. But he could not free himself. "Let me go Weese-ke-jak," begged the sun. "Let me go: Why do you keep me in this net?" "I have trapped you so that I can keep you near the earth," answered Weese -ke-jak. "Now the earth will be warm and light all the time." And Weese-ke-jak would not let the sun go. But Weese-ke-jak had made a great mistake: He had pulled the sun too near the earth. " It began to get hotter and hotter. Soon it was so hot that the birds flew down out of the sky to see what had happened. The animals came out of the forests. "If it gets any hotter," thought Weese-ke-jak, "Everything will begin to burn. I must let the sun out of the net. Maybe I can make him a promise not to go too far away." Then Weese-ke- jak called to the sun. "I feel sorry for you and I might let you go. But you must promise something." "I will promise anything you say, Weese-ke-jak," answered the sun. "Just let me qo." He pretended that he still wasn‘t sure he should let the sun go. "I will keep my promise," cried the sun. "What must I do?" "You must never g o too far away, said Weese-ke-jak. "You may come close to the edges of the earth, but only in the morning and in the evening. During the day you must come just near enough to warm the earth." "I will do as you say," said the sun. "Now please let me go:" Weese-ke-jak went over to free the sun. But it was so hot that he could not get near the net. So Weese-ke-jak called to the animals. "I cannot get close to the sun," he said. Can anyone help me?" A few of the animals were brave. They tried to help Wees e-ke-jak. First Deer tried to free the sun. Then Fox tried. They could not come near enough. It was too hot. Then Beaver came. I will try," he said. In those days, Beaver did not look like he does now. He had only a few small teeth. His fur was rough and prickly. He was not very handsome. But he was brave. Beaver ran to the net. He quickly began to bite the ropes that held the net. It was very, very hot. But Bea ver did not give up. At last, Beaver bit through the last rope. The sun was free. It rose up from the earth like a balloon. The earth became cooler. Weese-ke-jak and the animals were happy. They ran to thank Beaver. Poor Beaver: He was not happy. The heat from the sun had ruined his coat. He had almost no fur left. "Don't be unhappy, Beaver," s aid Weese-ke-jak, "Because you were so brave, I will give you two gifts." Weese ke-jak gave Beaver a new coat. The coat was smooth and soft. He gave Beaver a new set of fine sharp teeth. But Weese-ke-jak did not put any fur on Beaver's tail. "Beaver's tail will always be bare," said Weese-ke-jak, "So everyone will know how brave he was. They will remember that he set the sun free." As for the sun, although he was free from the earth, he was not free from Weese -ke-jak's net. It still hangs over him. Look carefully at the sun in the morning or in the evening when it is close to the earth. Look and you will see 50 the long ropes hanging from the sun. The ropes remind the sun of his promise to Weese -ke-jak. And in all the days of the world since then, the sun has kept this promise. From Science Activities for Primary Grades. For a free copy of this publication, contact the Tennessee Energy Education Network, 1-800-342-1340 THE SUN IN LITERATURE: Poems About the Sun Hymn of Apollo by Shelley I am the eye with which the universe Beholds itself and knows itself divine; All harmony of instrument or verse, All prophesy, all medicine are mine, All light of art or nature; to my song Victory and praise in their own right belong. Hymn of the Vedas (sages of India) And when the Sun arose they could not understand How the new-born God could wield such power. And they said: 'Let us worship the Child of Sky. He stands up as a mighty flame, He stretches his arms, He is everywhere like the wind." Some say the sun is a golden earring, The earring of a beautiful girl. A white bird took it from her when she walked through the fields one day. But it caught on a spider web that stretches bet ween the homes of men and the homes of gods. from India The sun is a piece of rock crystal. First man fashioned it. First man smoothed and polished it. First woman fastened shells to the edge of it. First man made rays from sheet lightning and hung the sun in the sky. The sun is a piece of rock crystal. from the Navaho Indians From Good Apple, 1987, Box 299, Carthage, IL 62321-0299 51 SOLAR ENERGY IN MYTHOLOGY: Icarus Daedalus, a character in Greek mytholody, was a famous architect and sculptor. Accordi ng to the myth, he grew jealous of one of his students, Talos. He killed Talos and fled from Athens to Crete, taking his son, Icarus, with him. In Crete, he built the Labyrinth of the Minotaur for King Minos. Daedalus soon fell from favor with the king, and both he and Icarus were imprisoned by Minos. In order to escape, Daedalus built two pairs of wings made of wax and feathers. He cautioned Icarus to fly low over the water and not to get too high or the wax would melt. Icarus, filled with the joy of fl ying, failed to heed his father's warning. He flew too near the sun , and his wings melted. He plunged into the sea and drowned. Play Icarus, a recording by the Paul Winter Consort* for the students. Ask the students to describe what the music brings to their minds. You could have them make drawings. *The CD of Icarus is availab le from Amazon.com on Epic Records. ASIN: B0000024ZB From The Energy Sourcebook/High school edition. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 52 SOLAR ENERGY IN MYTHOLOGY: Phaethon Long ago, when the world was very new, two boys were racing along ht edge of a cliff that hung over a deep blue sea. They were the same size; yellow-haired one spurted ahead, and won the race. The loser was very angry. "You think you're pretty good," he said. "But you're not so much. My father is Zeus." "My father is Apollo," said the yellow-haired boy, whose name was Phaethon. "My father is the chief god, king of the mountain, lord of the sky." "My father is lord of the sun." "My father is called the thunderer. When he is angry, the sky grows black and the sun hides. His spear is a lightning bolt, and that's what he kills people with. He hurls it a thousand miles and it never misses." "Without my father there would be no day. It would always be night. Each morning he hitches up his horses and drives the golden chariot of the sun across the sky. And that is daytime. Then he dives into the ocean stream, and boards a golden ferryboat and sails back to his eastern palace. That time is called night." "Sometimes I visit my father," said Epaphus, the other boy. "I sit on Olympus with him, and he teaches me things, and gives me presents. Know what he gave me last time? A little thunderbolt just like his - and he taught me how to throw it. I killed three vultures, scared a fishing boat, started a forest fire. Nex t time I go, I‘ll throw it at more things. Do you visit your father?" Phaethon never had. But he could not bear to tell Epaphus. "Certainly," he said, "very often. I go to the eastern palace, and he teaches me things too." "What kind of things? Has he taught you to drive the horses of the sun?" "Oh, yes. He taught me to handle their reins, and how c, to make them go, and how to make them stop. And they're huge horses. Tall as this mountain. They breathe fire." "I think you're making it all up," said Epaphus. I can tell.. I don't even believe there is a sun chariot. There's the sun, look at it. It's not a chariot." "Oh, what you see is just one of the wheels," said Phaethon. "There's another wheel on the other side. The body of the chariot Is slung between them. That is where the driver stands and whips his horses. You cannot see it because your eyes are too small, and the glare is too bright.‖ ―Well,‖ said Epaphus. ―Maybe it is a chariot, but I still don‘t believe your father lets you drive it. In fact, I don‘t believe you‘ve been to the palace of the sun. I doubt that Apollo would know you if he saw you. Maybe he isn‘t even your father. People like to say they‘re descended from the gods, of course. But how many of us are there really? ―I‘ll prove it to you,‖ cried Phaeton, stamping his foot I‘ll go to the palace of the sun right now and hold my father to his promise I‘ll show you.” ―What promise?‖ ―He said I was getting to be so good a charioteer that next time he would let me drive the sun chariot alone. All by myself. From dawn to night. Right across the sky. And this time is next time.‖ 53 ―Poof – words are cheap,‖ said Epaphus. ‖How will I know it‘s you driving the sun? I won‘t be able to see you from down here.‖ ―You‘ll know me,‖ said Phaeton. ―When I pass the village I will come down close and drive in circles around your roof. You‘ll see me all right. Farewell. ―Are you starting now?‖ ―Now. At once. Just watch the sky tomorrow, son of Zeus.‖ And he went off. And he went off. He was so stung by the words of his friend, and the boasting and lying he had been forced to do, that he traveled night and day, not stopping for food or rest, guiding himself by the morning star and the evening star, heading always east. Nor did he know the way. For, indeed, he had never once seen his father Apollo. He knew him only through his mother‘s stories. But he did know that the palace must lie in the east, because that is where he saw the sun start each morning. He walked on and on, until, finally, he lost his way completely, and weakened by hunger and exhaustion, fell swooning in a great meadow by the edge of a wood. Now, while Phethon was making his journey, Apollo sat in his great throne room on a huge throne made of gold and rubies. This was the quiet hour before dawn when night left its last coolness upon the earth. And it was then, at this hour, that Apollo sat on his throne, wearing a purple cloak embroidered with the golden signs of the zodiac. On his head, a crown given him by the dawn goddess, made of silver and pearls. A bird flew in the window and perched on his shoulder and spoke to him. This bird had sky -blue feathers, golden beak, golden claws, and golden eyes. It was one of Apollo‘s sun hawks. It was this bird‘s job to fly here and there gathering gossip. Sometimes she was called the spy bird. Now she said, ―Apollo, I have seen you son!‖ ―Which son?‖ ―Phaethon. He‘s coming to see you. But he has lost his way and lies exhausted at the edge of the wood. The wolves will surely eat him. Do you care?‖ ―I will have to see him before I know whether I care. You had better get back to him before the wolves do. Bring him here in comfort. Round up some of your companions, and bring him here as befits the son of a god.‖ The sun hawk seized the softly glowing rug at the foot of the throne and flew away with it. She summoned three of her companions, and they each took a corner of the rug. They flew over a desert and a mountain and a wood and came to the field where Phaethon lay. They flew down among the howling of wolves, among burning eyes set in a circle about the unconscious boy. They pushed him onto the rug, and each took a corner in her beak, and flew away. Phaethon felt himself being lifted into the air. The cold wind of his going revived him, and he sat up. People below saw a boy sitting with folded arms on a carpet rushing through the cold, bright moonlight far above their heads. It was too dark, though, to see the birds, and that is why we hear tales of flying carpets even to this day. Phaethon was not particularly surprised to find himself in the air. The last thing he remembered was lying down on the grass. Now, he knew, he was dreaming. A good dream – floating and flying – his favorite kind. And when he saw the great cloud castle on tope of the mountain, all made of snow and rose in the early 54 light, he was more sure than ever that he was dreaming. He saw sentries I flashing golden armor, carrying golden spears. In the courtyard he saw enormous woolly dogs with fleece like clouddrift guarding the gate. These were Apollo‗s great sun hounds, ancestors of our own Sky terriers. Over the wall flew the carpet, over the courtyard, through the tall portals, And it wasn't until the sun hawks gently let down the carpet in front of the throne that he began to think that t his dream might be very real. He raised his eyes shyly and saw a tall figure sitting on the throne. Taller than any man, and appallingly beautiful to the boy - with his golden hair and stormy blue eyes and strong laughing face. Phaethon fell on his knees. "Father," he cried. ―I am Phaethon, your son!" ―Rise, Phaethon. Let me look at you." He stood up, his legs trembling. ―Yes, you may well be my son. I seem to see a resemblance. Which one did you say?‖ ―Phaethon.‖ ―Oh, yes, I remember your mother well. How is she?‖ ―In health, sire.‖ ―And did I not leave some daughters with her as well? Yellow-haired girls – quite pretty?‖ ―My sisters, sire.‖ ―Yes, of course. Must get over that way and visit them all one of these seasons. And you, lad – what brings yu to me? Do you not know that it is courteous to await an invitation before visiting a god – even if he is in the family?‖ ―I know, Father. But I had no choice. I was taunted by a son of Zeus, Epaphus. And I would have flung him over the cliff and myself after him if I had not resolved to make my lies come true.‖ ―Well, you‘re my son, all right. Proud, rash, accepting no affront, refusing no adventure. I know the breed. Speak up, then. What is it you wish? I will do anything in my power to help you.‖ ―anything, Father?‖ ―Anything I can. I swear an oath sacred to the gods.‖ ―I wish to drive the sun across the sky. All by myself. From dawn till night.‖ Apollo‘s roar of anger shattered every crystal goblet in the great castle. ―Impossible!‖ he cried. ―No one drives those horses but me. They are tall as mountains. Their breath is fire. They are stronger than the tides, stronger than the wind. It is all that I can do to hold them in check. How can your puny grip restrain them? Theywill race away with the chariot, scorc hing the poor earth to a cinder.‖ ―You promised, Father.‖ ―Yes, I promised, foolish lad. And that promise is a death warrant. A poor charred cinder floating in space – well, that is what the oracle predicted for the earth but I did not know it would be so soon…so soon.‖ ―It is almost dawn, Father. Should we not saddle the horses?‖ ―Will you not withdraw your request – allow me to preserve my honor without destroying the earth? Ask me anything else, and I will grant it. Do not ask me this.‖ ―I have asked, sire, and you have promised. And the hour for dawn comes, and the horses are unharnessed. The sun will rise late today, confusing the wise.‖ 55 ―They will be more than confused when this day is done,‖ said Apollo. ―Come.‖ Apollo took Phaethon to the stable of the sun, and there the boy saw the giant fire-white horse being harnessed to the golden chariot. Huge they were. Fire-white with golden manes and golden hooves and hot yellow eyes. When they neighed, the trumpet call of it rolled across the sky – and their breath was flame. They were being harnessed by a Titan, a cousin of the gods, tall as a tree, dressed in asbestos armor with helmet of tinted crystal against the glare. The sun chariot was an open shell of gold. Each wheel was the flat round disk of the sun as it is seen in the sky. And Phaethon looked very tiny as he stood in the chariot. The reins were thick as bridge cables, much too large for him to hold, so Apollo tied them around his waist. Then Apollo stood at the head of the team gentling the horses, speaking softly to them, calling them by name. ―Good lads, good horses, go easy today, my swift ones. Go at a slow trot and do not leave the path. You have a new driver today.‖ The great horses dropped their heads to his shoulder and whinnied softly, for they loved him. Phaethon saw the flame of their breath play about this head, saw Apollo‘s face shining out of the flame. But he was not harmed, for he was a god, and could not be hurt by physical things. He came to Phaethon, and said, ―Listen to me, son. You are about to start a terrible journey. Now, by the obedience you owe me as a son, by the faith you owe a god, by my oath that cannot be broken, and your pride that will not bend, I put this rule upon you: Keep the middle way. Too high and the earth will freeze, too low and it will burn. Keep the middle way. Give the horses their heads; they know the path, the blue middle course of day. Drive them not too high, nor too low, but above all, do not stop. Or you will fire the air about you where you stand, charring the earth and blistering the sky. Do you heed me?‖ ―I do, I do!‖cried Phaethon. ―Stand away, sire! The dawn grows old and day must begin! Go, horses, go!‖ And Apollo stood watching as the horses of the sun went into a swinging trot, pulling behind them the golden chariot, climbing the first eastern steep of the sky, At first things went well, The great steeds trotted easily along their path across the high blue meadow of the sky. And Phaethon thought to himself, "I can't understand why my father 'vas making such a fuss. This is easy. For me, anyway. Perhaps I'm a natural-born coachman though, . ," He looked over the edge of the chariot. He saw tiny houses down below, and specks of trees. And the dark blue puddle of the sea. The coach was trundling across the sky. The great sun wheels were turning, casting light, warming and brightening the earth, chasing all the shadows of night. ―Just imagine,‖ Phaethon thought, ―how many people now are looking up at the sky, praising the sun, hoping the weather stays fair. How many people are watching me, me, me . . . ?'. Then he thought, "But I'm too small to see. They can't even see the coach or the horses - only the great wheel. We are too far and the light is too bright. For all they know, it is Apollo making his usual run. How can they know it's me, me, me? How will my mother know, and my sisters? They would be so proud. And Epaphus - above all, Epaphus - how will he know? I‘ll come home tomorrow after this glorious journey, and tell him what I did, and he will laugh at me, and tell me I‘m lying, as he did before. And how shall I prove it to him? No, this must not be. I must show him that it is I driving the chariot of the sun - I alone. Apollo said not to corne too close to earth, but how will he know? And I 56 won't stay too long - just dip down toward our own village and circle his roof three times - which is the signal we agreed upon. After he recognizes me, I'll whip up the horses, and resume the path of the day." He jerked on the reins, pulled the horses' heads down. They, whinnied angrily, and tossed their heads. He jerked the reins again. ―Down‖ he cried. ―Down! Down!‖ The horses plunged through the bright air, golden hooves twinkling, golden manes flying, dragging the great glittering chariot after them in a long flaming swoop. When they reached his village, he was horrified to see the roofs bursting into fire. The trees burned. People rushed about screaming. Their loose clothing caught fire, and they burned like torches as they ran. Was it his village? He could not tell because of the smoke. Had he destroyed his own home? Burned his mother and his sisters? He threw himself backward in the chariot, pulling at the reins with all his might, shouting, "Up! Up!" And the horses, made furious by the smoke, reared on their hind legs in the air. Then leaped upward, galloping through the smoke, pulling the chariot up, up. Now the horses, wild with change, maddened by the feeble hand on the reins, swung around and dived toward earth again. Now all the ice melted, making great floods. Villages were swept away by a solid wall of water. Trees were uprooted and whole forests were tom away. The fields were covered by water. Lower swooped the horses, and lower yet. Now the water began to steam - great billowing clouds of steam as the water boiled. Dead fish floated on the surface. Phaethon could not see; the steam was too thick. He had unbound the reins from his waist, or they would have cut him in two. He had no control over the horses at all. They galloped upward again - out of the steam - taking at last the middle road, but racing wildly, using all their tremendous speed. Circling the earth in a matter of minutes, smashing across the sky from horizon to horizon, making the day flash on and off like a child playing with a lamp. And the people who were left alive were bewildered by the light and darkness following each other so swiftly. Up high on Olympus, the gods in their cool garden heard a clamor of grief from below. Zeus looked upon earth. He saw the runaway horses of the sun and the hurtling chariot. He saw the dead and the dying, the burning forests, the floods, the weird frost. Then he looked again at the chariot and saw that it was not Apollo driving, but someone he did not know. He stood up, threw back his arm, and hurled a thunderbolt. It stabbed through the air, striking Phaethon, killing him instantly, knocking him out of the chariot. His body, flaming, fell like a star. And the horses of the sun, knowing themselves driverless, galloped homeward toward their stables at the eastern edge of the sky. Phaethon‘s yellow-haired sisters grieved for the beautiful boy They could not stop weeping. They stood on the bank of the river where he had fallen, until Apollo, unable to comfort them, changed them into poplar trees . There they still stand on the shore of the river, weeping tears of amber sap. And, since that day, no one has been allowed to drive the chariot of the sun except the sun god himself. But there are still traces of Phaethon's ride. The ends of the earth are still covered with icecaps. Mountains still rumble, trying to spit out the fire started in their bellies by the diving sun. From The Greek Gods: Nature Myths. 57 SOLAR ENERGY IN DRAMA: Mrs. Sun Puppet Show (Use a sun puppet or sun mask for all of the follo wing dialogue) Props: 1 celery stick 3 branches Wind puppets Toy dinosaur Toy car Dialogue: ―Hello, boys and girls. My name is Mrs. Sun. I don‘t want to brag, but I am a very important source of energy.‖ (Hold up celery) ―Plants don‘t eat like people do. Instead they use sunlight for energy to grow and stay alive. If there were no plants, what would people eat? You people certainly need me!‖ (Hold up tree branch) ―As a tree grows it stores sun‘s energy in its wood. When the wood is burned, it releases the sun‘s energy as heat.‖ (Hold up wind puppet ) ―The sun‘s heat makes wind. The wind moves many things. The Wind‘s energy can even be used to make electricity.‖ (Hold up dinosaur) ―Long ago, when the dinosaurs were still alive, plants and animals used the sun‘s energy. When they died, sun‘s energy was stored in them. Today some of these old dead plants and animals with stored sun‘s energy have changed into coal oil and gas.‖ (Hold up toy car) ―When we us e gasoline in a car we are using very old sun‘s energy to make the car go!‖ ―By myself, I can keep you warm and give you light. I can be used to heat your home and heat your water. You must agree that I‘m really quite wonderful!‖ From Energy Activities for Primary Children. 58 THE SUN IN MUSIC: It Is the Energy, It Is The Sun You can hear a clip of this song at http://www.b illybproductions.com/index.php?pageID=10&alb umID=11001&songID=1 It‘s the light, It‘s the heat from the sun to the earth beneath your feet from the hot bright sun to the cool dark earth light and heat comes it‘s absorbed and dispersed everywhere there‘s snow up on the mountain so light and bright and beautiful to see it will melt and get the rivers raging turbines turn make electricity Chorus It‘s the energy, it is the sun it is our star, it is our only one When the sun shines plants get busy They use photons to photosynthesize they make sugar for the food chain from water sun and carbon dioxide Chorus a clump of dust develops mass the bigger it gets the more it attracts then the clump starts to collapse a new star starts burning gravity gets the job done with hydrogen atoms nuclei fuse into helium the fusion feeds the fire outward the energy pours from fusion in the core through space to our door everyda y in our lives every minute of every hour the sun is the ultimate power for the avalanche and the flower for all life and cycles Chorus land and water both get sunlight land will heat up faster than the sea air above the land starts rising this begins the wind‘s activity From Energy and Me CD b y Billy B. $9.95. Item 1101. Order online at http://www.b illybproductions.com/ 59 THE SUN AND MUSIC: Sunshine on My Shoulder Listen to the John Denver record ―Suns hine On My Shoulder‖ to introduce a unit on solar energy. THE SUN AND MUSIC: Getting’ Our Energy From the Sun By Tom Pease, Stuart Stotts (Sing to the tune of Walk in Jerusalem) 1. There'll come a time, and it's not too far,... (Gettin' our energy from the sun!) We'll draw our power from the nearest star,... (Gettin' our energy from the sun!) Not just watches and calculators, ... (Gettin' our energy from the sun!) I'm talkin' 'bout cars and refrigerators,... (Gettin' our energy from the sun!) CHORUS: I wanna be ready, I wanna be ready, / I wanna be ready, (Gettin' our energy from the sun!) 2. Nowadays we all move so fast,... (Gettin' our energy from the sun!) Using up oil, coal and gas, (Gettin' our energy from the sun!) They turn our skies from blue to black,... (Gettin' our energy from the sun!) And when they're gone, they won't come back,...(Gettin' our energy from the sun!) (CHORUS ) 3. When I grow up, I hope I'll find,... (Gettin' our energy from the sun!) " The whole world runnin' on---S UNSHINE ! (Gettin' our energy from the sun!) I'll learn to drive an electric car,... (Gettin' our energy from the sun!) And play rock'n'roll on my solar guitar,... (Gettin' our energy from the sun!) 60 SOLAR ENERGY IN MUSIC: Great Energy Rock Performance (Parody of Twink le, Twink le Little Star) “Our next b and has provided the energy to help start the fossil fuel bands and most of the renewab le bands. They traveled 93 million miles to b e with us today. Let’s hear a warm welcome for Fusion. They’ll be singing their new hit single from their “Solar Collection” album, “Great Balls of Fire.” Interview: Pauly Power: What makes your concerts so different from other bands‘? Sol: We are the only band that only plays during daylight. We do not work at night. Pauly Power: Your fans are different from other fans. How is that? Sunny: All our fans wear black when we play. They say it makes them absorb our message better. Pauly Power: Since you only do daytime concerts, how do your fans who are night people get to enjoy your performances? Ray Don: Our fans can store our hot tunes in sand, concrete, and water. That way the y can enjoy our music at night. Pauly Power: I know you guys do some concerts that are out in the wilderness. How do you power your electric amps and other equipment? Ray Donna: We use photovoltaic cells to convert our energy directly into electricity. From Great Energy Rock Performances. (National Energy Education Development Project (NEED) Project.) The NEED Project Membership kit, valued at $35, is filled with all kinds of energy-related materials, games, activities, competitions, and a quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network by calling 1-800-342-1340. 61 THE SUN IN MUSIC: The Sun Song by Karen Smale Our star, the Sun is a big ball of gas And it's 99 percent of our solar system's mass It's an average star in our Milky Way Warming the Earth every day What powers our Sun and mak es it so bright? Come on and tell me, what makes all that light? Hans Bethe long ago reached the conclusion It changes Hydrogen to Helium by nuclear fusion When fusion takes place light is created And it makes its way out (although rather belated) Through the Phot osphere that's the part that we see The light comes out and shines on you and me About a million E arths could fit in the Sun But if you were there you wouldn't have much fun It's six thousand degrees at the photosphere And much hotter inside the solar atmosphere There are a few places where it's not so hot Like at the center of a big sunspot But heat is relative it's still pretty warm Sitting on a sunspot would do you great harm Galileo discovered sunspots What are those things, those funny dots? They're cooler parts, scientists feel Caus ed by a stronger magnetic field Those spots move around the face of the S un Proving to all... solar rot ation! A strange kind of movement, to do a full roll 25 days in the middle, 36 at the poles What about flares? I've heard of them here They're like giant explosions in the Chromosphere The magnetic fields above those sunspots Reconnecting again after being in knots Above the Chromosphere the Corona is placed It's millions of degrees and reaches way into space It's very thin, but read my lips That's the part that you see in a solar eclipse That's the end of our song about Mr. Sun We hope that you find that learning is fun But never look at the Sun, you could go blind Just keep on enjoying that warm sunshine! Listen to AstroCappella perform this song at http://www.songsforteaching.com/SunSong.html 62 THE SUN IN MUSIC: Oo, Ee,Oo,Ah,Ah 63 THE SUN IN MUSIC: Solar Carol Sing to the tune of “Angels, We Have Heard on High” See the sun how bright it shines On the nations of the earth All who share this thing called life Celebrate each day‘s rebirth Brother River, so you hear How the valley calls you down Send your rushing waters near, Let the joyful hills resound Sister Wind, we‘ve heard on high Sweetly singing o‘er the plain And the windmills in reply echoing their glad refrain How we love complexity When the answer‘s rathr plain Join the sun in jubilee, Sing with us this joyous strain. Chorus: So-o-olar power, inexpensive energy So-o-olar power, inexpensive energy Words: Adam Austill, Court Corsey, Charlie King, Marcia Taylor On Bright Morning Start ―A risin‘‖ 1980. 64 SOLAR ENERGY IN ART: Make a Sun Mask Glue two pieces of orange construction paper together. (This provides flexibility and strength.) Cut out a sun with a center hole just big enough to fit around your face. This mask should stay around your face without holding it. From Energy Activities For Primary Children. SOLAR ENERGY IN ART: Make a Sun Puppet Cut two identical sun shapes out of yellow construction paper. Glue the two suns together leaving an Unglued sleeve at the bottom that is large enough to insert half the length of a chopstick. Color a sun face on one or both exposed sides. Store this puppet in a file folder and just insert a chopstick (pencil, ruler, etc.) when ready to use. From Energy Activities For Primary Children . 65 SOLAR ENERGY, Part 1: Our Sun, The Star Activities ACTIVITY: Our Sun, A Star Initiate a general discussion by displaying a ¼‖ ball bearing and a large ball approximat ely 28‖ in diameter. Emphasize that it would take 109 ball bearings to stretch across the ball‘s diamet er; that the sun is one and 1/3 million times as large in volume as the earth: and that its mass is 1/3 of a million times as great as the earth‘s mass. Have students find these points of interest about the sun: 1. What is its temperature? 2. What are sunspots? 3. Does the sun rotate? 4. Research the terms spicules and flares. 5. How long does it take for the sun‘s energy to reach the eart h? 6. What instruments are used to study the sun? 7. What is a solar eclipse and why is it important to scientists? From “Exploring Solar Energy” by John Cowens in Teaching K-8 magazine. January 2000. SOLAR ENERGY, Part 2 Plants and Animals Depend on the Sun Activities ACTIVITY: Energy From The Sun Roleplaying Everything needs energy to live. This means that all creatures, plant or animal, are dependent o n each other. You depend on many things to live. Can you think of some things that you depend on? Plants and animals need energy to b e strong and to grow. Animals get most of their energy through food. Food for animals could b e other animals or plants. Plants are different than animals. Most plants cannot eat animals or other plants. They are structured so that they can ob tain energy from the sun. When we eat, we get energy from the sun. The sun supplies energy for everything. Materials: One big ball Procedure: 1. Choose one person to represent the ―Sun‖. Divide the rest of the students into three groups, one group will be ―Plants‖, anot her group will represent‖ Animals ‖, while the last group will be ―People‖. 2. The ―Plants ― and ―A nimals‖ and ―P eople‖ sit in circles; each group is twelve feet apart. The ―Sun‖ is placed in the center of this triangle formed by the three groups. 3. The ―Sun‖ throws the ball to the ―Plants.‖ If a ―Plant‖ catches the ball they may stand up and throw it to the ―Animals.‖ The ―Animals‖ who catch the ball may stand up and toss it to the ―People.‖ The ―People‖ who catch 66 the ball may then stand up and throw it back to the ―Sun.‖ E very time the ball is not caught it automatically goes back to the ―Sun‖. (This can symbolize t he unused energy of the sun.‖) 4. Each player should catch the ball once before they stand up. (This can symbolize the use of energy.) After they have stood up, they remain standing. Each player must leave the circle if they have not caught the ball in four rounds. (This is symbolic of not obtaining the required amount of energy.) Adapted b y Violet Parr, Staff Memb er Nolichucky Environmental Study Area, Teacher’s Handb ook, Lib Roller, Metropolitan Nashville-Davidson County Schools ACTIVITY: Sunbeam Relay (The Food Chain) Materials: Bag of beans (to represent the sun‘s energy) Can (coffee can will do) Leaves (dead or alive) Teams of 4 students each One person to be the S UN Procedure: 1. Briefly discuss the concept of a food chain before you begin the game. 2. 3. One person called the SUN stands at the end of a field holding the can filled with beans. The first student in each line is a sunbeam. They run to the sun to get and transfer energy. (one bean at a time.) They give the energy to the second student in line – the green plant. When the green plants have collected 5 beans from the sunbeams, they pick up a leaf and take them to the third student – the rabbit. (5 beans/leaf) The rabbits collect 2 leaves then take a hop toward the foxes . The first rabbit to get ―eaten‖ by a fox is the team that wins. (2 leaves/ hop) 4. 5. 67 ACTIVITY: Planting Grass Seed Materials: Classroom quantity of Styrofoam cups Paste-on eyes (these can be purchased at a craft store) Red felt mouth (have these pre-cut before beginning the activity) Ribbon (long enough for a bow) (have these pre cut before beginning the activity) Straight pins Dirt Rye grass seed Water Procedure: 1. Have the students paste their pair of ey es and mouth to the Styrofoam cup. Have them tie a bow from the ribbon and fasten It to the bottom of the cup by putting a straight pin through the center of the ribbon and into the cup. 2. Have them fill up their cups with dirt, sprinkle rye grass seed on the top of the dirt and water the seeds. Have them put their cups on the window ledge. Meanwhile, put some undecorated cups of grass seed in a closet. In about two days, the grass on the windowsill will begin to germinate. Have them compare the cups of grass in the closet to those on the window ledge. Have them discuss how the grass cups are alik e (bot h were watered, same soil, same grass seed); how they are different (amount of sun). 3. 4. 5. NOTE: The grass will grow to mak e the hair for finishing the person on the cup. The longer it grows, the more it flops. 6. Have them conclude that the sun is necessary to grow grass. 68 Solar Energy, Part 3 Sundial and Shadow Activities “Some people can tell what time it is by looking at the sun. But I have never been able to mak e out the numbers.” Kids Quotes About Science ACTIVITY: Timing the Sun Purchase a phot ovoltaic cell and an electric analog clock. Wire the cells to the clock, set the clock at 12, and then put the whole apparatus outside. At the end of the day you will know exactly how much time the sun was shining and how much time it spent behind the clouds. http://www.ktca.org/newtons/14/olympicsolar09.html ACTIVITY: Portable Sundial Assign the parts of the hands time values as shown. Place a pencil, point side toward palm, between the thumb and index finger. Move the hand into a horizontal position. The left hand is used in the morning and should point west. The right hand is used in the afternoon and should point to the east. Adjust the pencil so that the shadow fills most of the hand. From Super Science Sourcebook by Idea Factory. Over 100 lessons and activities for Earth, Life, and Physical science using simple materials. Teacher-friendly format for activities that motivate students while engaging them in good science. Includes Science Trivia, instruments to make, and science project ideas. Available from shop.store.yahoo.com/showboard/supsciensour.html for $19.95. 69 ACTIVITY: Mini Sundial Materials: Wooden dowel (or broomstick) 1" thick, 4" long Nail or awl Screw eye 1" wire nail Hammer String or yarn 2 1/2" x 3 1/2" piece of paper Thumbtack Procedure: 1. With nail or awl, start hole in the center top of dowel. Screw in screw eye. This is the top. 2. Hammer nail 1/2" from top, perpendicular to dowel, just deep enough to secure. 3. Wrap paper around dowel just under the nail, overlapping edges, and tape. (Do not tape directly to dowel. Paper should be just tight enough to turn as needed. ) 4. Push tack in just under paper, to prevent it from sliding off. Tie string/yarn into screw eye for handle To Use: 1. Gently hold the string (or tie it where it can hang free), turning slowly until the shadow of the nail goes straight down the dowel. 2. Mark the "time" at the bottom of the shadow of the nail head. 3. Repeat this step hourly from sun-up to sun-down. Paper may be removed, and markings made int o a graph. Conclusions: a. Noon has the longest shadow. b. 11 a.m. and 1 p.m. have equal but opposite shadows. (As do 10 & 2, etc.) c. Note: During daylight savings time, these times will be one hour off. d. Sundials are useless at night. e. Sundials are useless on cloudy days. If you continue to read and mark your sundial regularly, they should also be able to conclude that the length and depth of the graph increase as the days get longer, and decrease as the days get shorter. From Science Center Lessons, www.minnetonka.k12.mn.us/support/science/lessons45/sundial.html 70 ACTIVITY: A Horizontal Sundial To use your sundial you will need to be able to find the direction of due north. (You can do this with a compass. In addition to finding the direction of north you will need to know the latitude of the town or city where you intend to use your sundial in order to build it accurat ely. If you do not know the latitude of a particular part of the world you can figure it out by looking on a globe or a map that has the latitude lines marked. Latitude is measured in degrees from the equator. The equator is zero degrees latitude, the north and south poles are ninety degrees latitude. Click on http://solar.physics.montana.edu/YPOP/Classroom/Lessons/Sundials/latitude.html to view a latitude grid of the world. Materials: Small wooden disk (craft checkers work great!) Approx. 1 yard of cording (leather, plastic canvas, yarn) A ¾‖ – 1‖ nail (c opper nails are attractive) Pencil Black Pen Scissors Index card Hammer Drill (optional) Key chain ring (optional) If you want to make your sundial int o a necklace or keychain you might want to drill a hole in the checker, or have someone drill the hole for you, to pass the string through. OR you could screw an eye hook into the top and pass the string through there. BE CREA TIVE, and enjoy! On a sundial, the gnomon is the piece of the sundial which casts its shadow onto the sundial face. In our project we will use a copper nail as the gnomon. For a horizontal sundial we want the gnomon to be aligned with the Nort h Celestial Pole so that the sun will rotate around it when we face our sundial due north. To align our gnomon al ong this axis we must position it such that it makes an angle equal to the latitude angle where it will be used with the horizontal face of the sundial. 71 ACTIVITY: Shadow Hunt The youngest children may not understand shadows at all. Go outside on a dis covery walk with them on a good sunny day. Ask these questions: Does everyone have a shadow? Does everything have a shadow? Can you make your shadow dis appear? Can you make your shadow larger or smaller? Is night a shadow? Is a cloudy day a shadow? Can you make two people cast one shadow? Why is night cold an day warm? Make ―shadow friezes‖ by lining up several bodies. Experiment with possible designs. Try this again later when the sun angle has changed and see the difference. Have the childr4n find two objects that have the same shadow form but very different 3D shapes. People who design and build solar houses have to be shadow ―experts‖. Have the children look around and predict where shadows will fall as the sun goes down. Read The Charwoman‘s Shadow by Edward Dunsany. It is a great shadow appreciation story. From Get Your Hands on Energy. Quoted in Energy Activities for Primary Children . 72 ACTIVITY: The Shadow Knows (Making a simple sundial ) Although sundials and clocks both indicate time, they don‘t always agree on what time of day it is. A sundial measures apparent solar time and is somewhat unsatisfactory for the precise timekeeping requirements of today. A sundial divides daylight into 12 hours, which would be fine if all days had equal hours of daylight. But even young students know that the length of daylight varies with the season – summer has more daylight hours than winter. Clocks are based on days of equal length. Clock time is derived from an imaginary sun whose speed is equal to the average apparent speed of the real sun. Thus, clocks measure the mean solar day which is 24 hours long; that is, the average interval of time between two successive transits of the sun. – Marianna Zimmerman in Science and children, Nov. Dec. 1981 The most ancient clock was a shadow-caster, called a gnomon. A gnomon is any tall object of known height rising from the ground. The length of the shadow t casts indicates the time of day. Sundials were used as early as the 13 th century BC by the Egyptians. Sundials are more precise than gnomons. They consist of a gnomon (style) placed parallel to the poles of the earth (or toward the north star) an a horizontal dial marked to show the hours of the day by the shadow of the style. The ―hour‖ is of Greek origin meaning ―time of day‖ Since the sun could not cat shadows at night, hours did not exist after sunset. One of the first sundials divided the day into only 5 hours. Later, water clocks (or clepsydia) were used by the Egyptians, Phoenicians, and Chinese to tell time at night or on cloudy days. Dripping water filled a container to certain levels denoting the time. Acti vity 1 Make a small hole in the center of the lid large enough for a pencil to fit through. 2 Make the hour lines on the face of the sundial. Draw the six o'clock lines squarely across the center hole. 3 Draw 12 noon straight down from the center hole. 4 The 9 a.m. and 3 p.m. lines are drawn diagonally from the center of the hole down to the lower corners of the lid. 5 Space the 4 and 5 lines evenly between the 3 and 6. 6 Space the 7 and 8 lines evenly between the 6 and 9. 7 Evenly space 1 and 2 between 12 noon and 3; space 10 and 11 between 9 and 12 noon. ., 8 To finish the face of the sundial, make the hour lines for 4 and 5 a.m. correspond with the p.m. counterparts. Make the hour lines for 7 and 8 p.m. correspond to the a.m. counterparts. 73 9 Push a sharpened pencil, point down, through the hole in the center of the sundial. The pencil is perpendicular or upright to the dial face. 10 To set the sundial point the pencil eraser towards the North Star. The angle that the pencil point makes with the ground should equal the latitude of your location (40 degrees North in Denver). For other areas of the country, consult a map. (If you li ve at or near the latitude of Denver, push the pencil through the hole 3 inches). 11 To use, place the sundial in a level, sunny place. The 12 noon mark should be pointing north. NOTE: If the sundial is placed outside in dirt and point of pencil is pushed into the ground, be sure to pull the pencil far enough through the hole so you still have 3 inches of pencil between the hole and the ground. ACTIVITY: North News Teach students how to find north without using a compass Materials: Straight stick about 12 inches long Bright, sunny day Procedure: 1. Place the stick in the ground in a position so there is no shadow cast by the stick. 2. Leave the stick for approximately one hour. When you return there should be a shadow approximately 6 inches long. 3. We know that the sun appears to travel in a westerly direction. Therefore, the shadow must be on the eat side of the stick. To find north, move 90 degrees to the left of the shadow while you are standing behind the stick. From Get Your Hands On Energy. 74 ACTIVITY: Sun Clock Materials: (for 1 clock) 1 large unprinted plastic lid (from large whipped topping or shortening can) 1 new sharpened pencil Permanent marker Procedure: 1. Draw a line across the face of the lid through the center. 2. Draw a second line perpendicular to the first line, dividing the lid into 4 equal sections. Divide each quadrant into 2 equal sections. You should now have 8 equal sections. Judging visually, divide each of the 8 sections into 3 equal parts. You now have 24 sections, representing the 24 hours of the day. Start at any line drawn and mark a S near the edge. Going clockwise, mark the next line 6, the next 7, and so on until you have marked a line 12. After 12, mark the next line 1 and continue marking lines through line 9. (the unmarked lines are the hours when there is no daylight and the clock cannot be used). Take the clock outside and place on a level spot on the ground. Poke the sharpened pencil through the center of the lid from the top side. The pe ncil should be pushed about halfway through. 7. The pencil will serve as the gnomon to cast the shadow at the same time that it anchors the clock to the ground. It is important that the clock not change positions while in use. 8. Point the eraser end of the pencil directly north. Position the clock face until the shadow cast by the pencil falls on the current time. Gently push the pencil into the ground at that point. The clock should be accurat e from then on. From Super Science Sourcebook. Idea Factory. 3. 4. 5. 6. 75 ACTIVITY: Use Shadows To Tell Time (Making a Sun Clock) Before there were clocks, people used shadows to tell time . Materials: A sunny day Pencil Compass Printout of the Sun Clock Diagram Procedure: 1. On a sunny day, go outside with a compass, pencil, and Sun Clock Diagram. Put your compass on the ground and turn it so that the arrow and the ―N‖(for ―North‖) line up. 2. Follow the directions on the Sun Clock Diagram to find out how to line up the Sun Clock with your compass. Once you have the Sun Clock pointed in the right direction, you can figure out what time it is. Why does it matter what city I'm in? What time it is depends upon where you are on the planet. That's why you use a compass to orient yourself in this activity. A compass needl e (which is attracted to the magnetic field of the earth) points in a direction called magnetic north. That isn't exactly the same as true north, or geographic north, which is the direction of the eart h's North Pole. We've set up our Sun Clock so that it uses geographic north as a reference point. If you don't line up the diagram print -out wit h geographic north, the Sun Clock won't give you the right time of day. The difference between magnetic north and geographic north is called magnetic declination, and it's different in different locations. When you position the Sun Clock according to the directions on the diagram, you are compensating for the magnetic declination of where you live. After you do this, the "Geographic North" arrow at the top of the diagram will be pointing to geographic north and your Sun clock will work just fine. What if my city is not on the list? Can I still use my Sun Clock? If you aren‘t near any of the cities on the list, you can still use the Sun Clock. Go out at night and look for the North Star. (Y ou may need a book of constellations to help you find it.) Mark an arrow on the ground that points toward the North Star. That 's geographic north. The next day, position your printout of the Sun Clock diagram with the Geographic Nort h arrow (in the top right -hand comer of the diagram) pointing in the same direction that you marked on the ground (toward geographic north). Now follow the rest of the instructions on the diagram. How does a shadow tell time? Shadows change direction, depending upon the time of day. A Sun Clock like this one uses a shadow's position to tell the time. Why doesn't the time on my Sun Clock exactly match the time on my watch? The time you get from your Sun Clock is solar time, not standard time. The two a ren't exactly the same. 76 According to solar time, it's noon when the sun reaches its highest point in the sky. But the sun is always moving across the sky--which means that noon where you are is at a slightly different time than noon at a place a few miles to the east or west. Back before 1883, people used solar time. Each community kept its own time, basing that time on the sun's position in the sky. Back then, noon in one town would be four minut es later than noon in a town fifty miles to the east. In 1883, to regulate-'time for the sake of railroad schedules, the United States adopt ed what is called standard time, designating time zones and requiring all communities within a time zone to keep the same time--even though that standard time didn't quite match solar time. If you are in the middle of your time zone, your Sun Clock will be fairly accurate. If you are at one edge of your time zone, the time on your Sun Clock (solar time) may differ from the time on your watch (standard time) by as much as forty minutes. Why do I have to put the pencil on different spots for different times of the year? The position and length of a shadow depends on the time of day --but it also depends on the season of the year. That's because the sun's position at a certain t ime of day is different in different seas ons. From http://www.exploratorium.edu/science_explorer/sunclock.html 77 Solar Energy, Part 4 Eclipse Activities ACTIVITY: Solar Peep Box (View a Solar Eclipse) Materials: Box at least 30x50 cm (rectangular) Black construction paper White paper Tape or glue Aluminum foil Pin Procedure: 1. Cut a 3cm square out of the upper right hand corner of the box after it has been inverted. (Remove the top of the box entirely. Bottom of the box will be on top and topless bottom will face ground) 2 3. 4. Line the interior long sides of the box with black paper, leaving the cut out square open. Line the end of the box opposite the cut out square with white paper. Place a piece of aluminum foil over the cut out square on the exterior of the box. Poke a pin through the center of the foil to create the peep hole. Hold the box above your head with your back to the sun. Align the peep hole between you and the sun so that the sun's image will appear inside the box on the white paper. You can view eclipses safely and track time on the white paper. Mark the position of the sun and mark the position of your feet on the ground. Go out hourly and align the peep box so that the sun's image is in the box on the white paper. Retrace your feet. Your foot position should move clockwise from the last position each time. 6. 7. To construct and use a large, class peep box: 1.Use a much larger box but prepare it the same way as the smaller box. 2.Position the box across the backs of two chairs. 3.Adjust the box so that the peep hole is facing the sun. Point the peep hole directly at the sun. 4.From beneath the box, look at the white paper. Move the box carefully until the sun's image appears in the center of the white paper. 5.Trace the outline of the sun and record the time of this observation. 6.Repeat the procedure at hourly intervals until the traced image goes off the paper. **IMPORTANT: when using the class peep box, do not allow its posi tion to be changed after it is aligned the first time. From Get Your Hands On Energy. 78 ACTIVITY: Seeing the Sun Through a Pinhole Microscope 1. Paper-punch a hole in an index card. Cover it with a bit of aluminum foil held in place with clear tape. (It‘s OK to tape over the hole.) Press a pin firmly into the center of this hole while the index card rests on a smooth, hard surface. (A very small hole, that you can barely see through, works best.) 3. Stick the pin on clear tape. Cent er it over the mouth of any small jar. Baby food jars work great. 4. Hold the foil against your eyelashes. Look at the pin through the pinhole, backlit by very bright light (but never the sun)…. 5. Move the pin closer to your eyes so it looks bigger and bigger and bigger and bigger…. 2. From Triple Magnifier Kit #100 b y TOPS Learning Systems. 10970 S. Mulino Road, Canb y OR 97013. Phone: 888-773-9755. Fax: 1-(503) 266-5200. Web : http://topscience.org. In the Triple Magnifier kit, TOPS has b rought their popular TOPScopes and hand lenses together into one convenient kit. You'll get a 3X hand lens, plus a 25X lens and a 36X lens,along with simple materials and easy instructions to let your students b uild their own nifty, thrifty TOPScopes! Item TS100K $6.00 79 Solar Energy, Part 5 Protecting Ourselves From The Sun ACTIVITY: Making Homemade Sunglasses The oldest sunglasses block ed all light except an amount controlled by slits. To prevent snow blindness, Esk imos made these from bone. Procedure: 1. Cut out a pair of goggles from light cardboard using the template below. 2. 3. Use a raz or blade or art knife to cut eye slits 1/8‖ wide and 1 ¾ ― long. Punch holes and add string ties. 80 ACTIVITY: Making a Sun Hat This hat, made from a newspaper, will keep the summer sun out of your eyes. Materials: Newspaper Pencil Tape Procedure: 1. Make each of four 2 ¾‖ strips by folding a newspaper sheet widthwise into eights. 2. Make each of six 1 3/8‖ strips by folding a newspaper sheet widthwise into sixteenths. Glue three flat sheets of paper together. Tie one end of a 12-inch string around a pencil. (This should leave about 10 ½‖ of string left.) Staple or tape the ot her end of the string to the center of the flattened sheets of paper. Pull the string taut and use the pencil to draw a complet e circle about 21‖ in diamet er. Now, shorten the string so the distance between the fastened center and the pencil is about 4‖ in length. Pull the string taut and use the pencil to draw a complete circle about 8‖ in diameter. Cut out both circles to make the brim of your hat. E venly space the six 1 3/8‖ strips around the rim, crossing the strips in the center. Staple the strips in place. Weave one of the 2 3/8‖ strips through the crossed strips in the hat‘s center. Make small tucks in the top of the woven strips so it fits the inside curve of the hat. Use the other three 2 3/ 8‖ strips to bind the outer rim of the hat. Make small tucks in the strips so they fit the curve of the rim. 3. 4. 5. 6. 7. 8. 9. From The Advocate ONLINE: Fun with the Newspaper at http://b r.theadvocate.com/education/newspaperfun/sunhat.asp 81 SOLAR ENERGY, Part 6 Solar Energy and Landscaping ACTIVITY: Sun Path Calculator The Sun Pat h Calculator can be used to determine if surrounding trees and buildings will shade your potential sunspace site. To use the calculator, carefully trim along the curved arc line. Next, cut out the nose notch and horizon viewing hole. Fold the calculator at the printed fold line so that the curved portion stands at a right angle to the base. At your sunspace site, use a compass to find due south. Hold the folded calculator at eye level with your nose in the notch. Facing south, site through the hole at the horizon; this should help you level the base. Without moving your head or the calculator, look along the arc from east to west. Any obstructions such as trees or buildings which are visible above the arc will cast shadows on your sunspace during December. 82 83 SOLAR ENERGY, Part 7 Cooking With Solar Energy ACTIVITY: Solar Food on a Clothesline Have each child wrap a few thin slices (max. ½‖ ) of fruit in cheesecloth. This bundle is then enclosed in a larger cheesecloth ―bag‖ to keep out insects. Suspend each fruit bundle wi th a clothespin to t a clothesline. Let dry for several days. You can also try vegetable slices. From Energy Activities for Primary Children. A copy is availab le free of charge from the Tennessee Energy Education Network b y calling 1-800-342-1340. ACTIVITY: Making Raisins Use solar energy to make raisins in your room. Let the students wash and dry 4-6 grapes. Write each students‘ name on a small paper plate and have them place their grapes on the plates. Place the plates on drying racks in a window that gets a lot of sun. The racks will allow air to circulate and assist the drying process. If you wish, cover the plates with cheesecloth. Let the plates sit for 5-7 sunny days. Have your students check progress and record observations every few days. Compare these raisins with store-bought raisins. How are they alike or different? What do your students think caused the changes in the grapes? From Teaching K-8, Feb . 2005. 84 ACTIVITY: Building a Solar Food Dryer Drying fruits and vegetables in the sun is an easy and inexpensive way to preserve foods. People have saved food this way since ancient times. The sun dries out most of the water from the fruit or vegetable. The food can then be kept for a long time without spoiling. Dried fruits make sweet b ut healthy snacks. Dried vegetables are great in soups and stews. Materials: Cardboard box (16‖ x 11‖ x 8‖) Dowel (1/2‖ in diameter, 36‖ long) cut in half Cheesecloth (15‖ x 17‖) NOTE: Never use anything but cheesecloth or plastic for drying The reaction between food and metal screens can produce toxins. Sheet of clear plastic (18‖ x 20‖) Nail, to punc h air holes Duct or masking tape Double-faced (c arpet) tape 16‖ x 1‖ wood lath fruits/vegetables and lemon juice Stapler Procedure: 1. Cut the side of the box at an angle to let more sun inside. The front of the box should be 3 inches high. Cut the side to angle up to the back corners of the box. 2. Use a nail to punch holes for the dowels which will hold the cheesecloth shelf. These holes should be 1 inch from the sides and 2 inches from the bottom. Insert dowels. To allow the air to circulate within the food dryer, use the nail to make air holes. The front air holes should be punc hed along the bottom 2 inches (below the shelf.). The ones in the back should be in the upper half of the box. This allows the air to move beneath the fruit and out the top of the box. 4.To make the shelf, attach cheesecloth to the dowels with the carpet tape so the cheesecloth does not sag. 5 To increase the heat inside the box and to keep out bugs and dirt, make a lid with the plastic. Attach the 3. plastic to the back and sides of the box with the duct tape. Try not to cover the air holes. Be sure the sides are not completely taped or the lid will not open. To hold this plastic down, staple the wood lath to the end of the plastic so it will hang over the edge of the box. How To Prepare the Food for Drying 1. Clean fresh, firm fruit (apricots, pears, apples, pineapples, oranges, bananas, peaches, and strawberries) or vegetables (beans, peas, squash, peppers, mushrooms, corn and onions). The thinner the food slices, the quicker the food dries. ¼‖ slices work well. 85 2. Dip pieces of fruit into a mixture of equal parts lemon juice and water. This will help keep the fruit from turning brown. Honey, corn syrup, cinnamon, cloves or ginger can be added to the lemon juice mixture for extra flavor. To give vegetables added zip, sprinkle with garlic salt, onion salt or seasoning salt. Place food slices on the cheesecloth so they do not touch. Set the box in the sun. Turn fruit or vegetables over at least once a day so they dry evenly. Don‘t dry food on rainy or cloudy days as the food may become moldy before the pieces dry. 3. 4. 5. EAT! Fruits and vegetables may take from one to three days to dry depending on how hot it is outside and how thick they are cut. When the drying process is complete, most fruit will be leathery, most vegetables will be somewhat brittle. Analysi s: Why are dried foods used by backpackers? (light-weight) Why was the top of the box cut at an angle rather than flat? (The box can be aimed towards the sun. A great er area of plastic surface is exposed to trap the sun‘s rays) Why is chee secloth used rather than a solid shelf to set the slice s on? (air can travel through the cheesecloth, aiding in the drying process). What was the reason for the placement of the ventilation holes? (Since hot air rises, the heat that is captured under the plastic covering will rise, venting through the upper holes. This movement of air will draw the unheated outside air in through the lower vent holes beneath the cheesecloth shelf. Fresh air will be heated as it enters and be pulled up through the cheeseclot h (helping to dry the food) and out through the upper holes. Can these principles be applied to other use s? (Solar greenhouses, solar collectors, proper orientation of homes to obtain maximum solar benefits) From Solar Food Dryer. Paula Ogilvie and Susan Smith. CSU, USDA and City and County of Denver, 1978. 86 ACTIVITY: Making Fruit Leather This dried fruit treat was popular among early colonists. It can be made in a solar cook er. Materials: 2 cups strawberries (fresh or frozen) 1 banana 2 large peaches (fresh, canned, frozen) or apples 1 cup orange, pineapple or apple juice 2 tablespoons honey 1 teaspoon red food coloring (Optional) Any other fruits or juices can be used, in combinations desired. Try blueberries, blackberries, raspberries, plums, apricots, pears, grapes, pineapple. Brown sugar or corn syrup can be used as sweetening agents in place of honey; avoid granulated sugar, however, as it may re-crystallize during storage and mak e the leather brittle. Or id desired, omit sugar and use extra bananas for a sweeter taste. A little bit of flavoring can be added-mint, cinnamon, nutmeg, allspice, almond extract, lemon extract, vanilla. If using fresh fruit, wash, remove any bad spots, stem. pit, peel, and slice the fruit; thoroughly thaw froz en ones or drain canned fruits. Put all ingredients in blender container and pure e on high. You will need a total of four cups pureed fruit and juice. Line two jelly roll pans with Saran brand plastic wrap (which is safe to use in oven for the long period of time) and tape sides and ends so puree will spread evenly into corners of pan. Pour two (2) cups mixture into each pan. Bake at 150 degrees 4 to 5 hours. When leather is pliable and peels from plastic wrap easily, it is ready. It will not be sticky to touch. Peel it off the transparent paper and while it is still warm, roll leather into rolls or cut into two-inch strips. Or you can let it cool and just break into pieces for snacking. Yield: 6 rolls or strips per pan. Wrap eac h roll or strips (or the whole sheet) with plastic wrap and store in airtight container or resealable plastic bag. (Foil-lined potato chip containers are good choices). Can be stored on shelves in cool dark place to prevent them from becoming sticky. Wrapped rolls or strips can be frozen, too. ACTIVITY: Sun Tea Put 3-4 tea bags in a gallon jug and set it in the sun in the morning. By the afternoon, you can enjoy your sun tea! 87 ACTIVITY: How to Make a Solar Fruit Dryer Materials: A box with dimensions that will leave about 8‖ in front when a 45 degree angle is made from the top corner. Exacto knife Glue Duct tape Black construction paper or black paint (enamel or latex ) Shellac (if inside is paint ed) Sharp pencil or poking instrument Thick coat hanger Wire cutters Flyscreen material Scissors Procedure: 1. Cut a section out of the box as shown. The entire inside of the box needs to be black. You can either glue black construction paper to the inside with Elmer‘s glue or you can paint it. If you choose to paint, first brush on a coat of shellac, let dry for 5 -7 hours, then paint with a flat black enamel or latex paint. 2. Next cut a door in the back of the box large enough to let your hand through, plus what ever you will be putting in to dry. Reinforce the uncut, hinging part of the door with a piece of duct tape. 3. Poke holes in the bottom and sides as shown with a sharp pencil. (about 30 holes) 4. Make 3 or 4 screen support wires out of a thick wire such as a coat hanger wire, and stick them through the box near the bottom as shown and bend down the ends. 88 5. Get some nylon flyscreen material and cut it larger than the bottom of the box so the edges can be turned up and laced to the sides of the box. 6. Use Saran Wrap or clear vinyl to cover the open top of the box. 7. Fasten the edges down with silver duct tape. 8. Make 2 legs out of cardboard and fasten them to the bottom with duct tape as shown. 9. If you have a problem with insects, cover the vent holes with more of the nylon screen and fasten it with duct tape. From Energy Activities for Primary Children. 89 ACTIVITY: Apple Bakers Materials: 1 small un-waxed paper cup per child 1 large cup per child White paper Black paper Aluminum foil Plastic food wrap Newspaper Scissors Tape 1/4 apple or one apple slice per child Sugar/cinnamon (optional) Procedure: 1. Line the inside of a paper cup with black paper. Put a slice of apple in the cup. Cover the cup tightly with plastic wrap. 2. Make a large cone from white paper. Line the cone with aluminum foil. Put the apple cup down inside the cone. 3. Put the cone down inside a bigger cup. Crumple newspaper around the bottom of the outside cup. 4. Set up your apple baker outside in full sun. Aim the cone at the sun. (Apple slices will be soft, warm, and delicious-smelling in about 2-3 hours.) From Get Your Hands On Energy and The Energy Sourceb ook. This Sourcebook, which covers many energy-related topics, is availab le in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 90 SOLAR ENERGY, Part 8 Making Solar Cookers ACTIVITY: Build a Pizza Box Solar Cooker, Version 1 Materials: A medium size pizza box (Pizza Hut boxes work great ) Black construction paper Extra-wide aluminum foil Plastic (Go to Kinko‘s and ask for their leftover laminating sheets after they have been run through the laminating machine. This heavy laminating film works great. Or perhaps you can get some plastic window covering from a hardware store.) Glue Tape Scissors Ruler Magic Marker String Procedure: 1. Tape foil to the inside bottom of the box. Cover the foil with black paper. Tape in place. 2. 3. Put the box on the plastic. Draw the outline of the box on the plastic with the marker. Cut the plastic about 1/4 inch inside the marks. On the top of the box, draw a line one inch from all sides. Cut along front and side lines BUT NOT along the back. This will be the hinge for the flap. Carefully fold open the flap. Cut a piece of foil the size of the flap. Glue it to the side of the flap that faces INTO the box. Flatten out all the winkles. Wipe glue smears off with a damp towel before they dry. Tape the plastic to the inside of the box. Tape one side first, then the opposite side. Make it tight so it looks like glass. Tape the other edges. Seal tight so no air can get in. Cut a piece of string as long as the box. Tape one end to the top of the flap. 4. 5. 6. 7. 8. 9. 10. Push a small nail into the back of the box so you have a place to tie the string. 11. Give it a try ... (English muffin pizzas, melting rate of chocolate smores, etc. From http:// www.reachoutmichigan.org/funexperiments/agesubject/lessons/other/solar.html 91 ACTIVITY: Build a Pizza Box Cooker, Version 2 Materials: One 14-inch (or medium size)corrugat ed cardboard pizza box. Black Construction paper Extra-wide tinfoil or empty snack packages (potato chips, popcorn, etc.) with shiny foil on the inside. You need at least two large ones for the reflector flaps, and a bunch of small ones (or extra-wide tinfoil) to insulate the bottom. One sheet of clear plastic, a little bigger than the 14-inch pizza box (ask at the hardware store for crystal clear plastic window covering) Glue Tape Ruler (a yardstick is best) Magic Marker, Scissors or an X-acto knife (if an adult is helping) A dark metal tray (if you have one in the kitchen) that fits inside the pizza box (or try the black plastic bottom from a deli -container. Procedure: 1. Cut the sealed ends off the snack bags, then cut them open along the seam. Wipe off the oil and crumbs on the shiny side with a paper towel. Work carefully -don't tear the bags. 2. Open the 14-inch box. Clean out any crumbs or dried bits of cheese. Cover the bottom with snack bags, shiny side up. Leave a one-inc h space bet ween the bags and the sides of the box. Glue or tape them in place. Cover the snack bags with the black construction paper. Glue or tape the paper into place. Do not go up the sides of the box with the pap er. Close the box. On the top of the box, measure 1 ½ inches in from the edge and make a mark. Do this in several places all around the top. Now draw a line along these marks to make the outline of the flap. Note where the hinge of the box is. Write "DO NOT CUT" along the line near the hinge. Cut along the front and two side lines to make the flap. Work carefully. If you are using scissors, you can get started by poking a hole with a pencil in the corner where two lines meet. Be sure to turn the corners when you're cutting. . . you'll ruin your box if you cut to the edges ! And remember not to cut along the line that will be the hinge of the flap. 6. 7 Cut one of the big snack bags to the size of the flap. Spread glue on the side of the flap that faces into the box. (Don't use big globs of glue-it will squish out and make a mess. Thin, squiggly lines of glue work best.) Glue the 3. 4 5. 92 bag to the flap with the shiny side up. Flatten out all the wrinkles. Wipe up any ' glue smears with a damp paper towel before they dry. 8. Close the box. Put it on the sheet of plastic. Draw the outline of the box on the plastic with the magic marker. Remove the box. 9. Put the plastic on top of your box and line up the outline with the edges. Draw a line all around, halfway between the edge of the box and the flap. (it helps to have a part ner hold the plastic still while you do this.) The. area inside these lines is the window. Cut along the lines you just drew. 10. Open the box and tape the plastic to the inside of the top of the box. Tape one side first, then the opposite side. Make it tight so it looks as smooth as glass. Tape the other two sides. Seal it tight all around. Close up the box and open the flap. YOUR PIZZA BOX SOLAR OVE N IS REA DY TO USE ! TIPS FOR USING THE PIZZA BOX SOLAR OV EN Once the window is in place, be careful not to push down on the flap or you‘ll have to tape it all over again. The use of a dark metal pizza tray is highly recommended for best results. The metal heats up hotter than the black paper alone-it absorbs solar energy better! If you can help it, do not use the thin, grayboard type of pizza box. These rip easily, and because they do not have trapped air like corrugated cardboard, they don't hold in the heat very well. If you do have to use this kind, be very careful as you cut things out, and be especially careful as you fold the flap. For neatness and ease of assembly, be sure the snack bag you use for the flap is big enough to cover it in one continuous piece. Sometimes, white glue will not hold the snack bag material to the cardboard very well. If the foil on the flap starts to peel off, tape around the edges to hold it in place. If this doesn't work, try a stronger glue. Snack bags not working out ? Try tinfoil. Be sure to use the shiny side! Set up the oven on blacktop, brick, or cement, close to the south side of a building. Shelter the oven from any winds. Try to tilt the oven up a little on the north side, but not so much that the food slides off the tray. This helps get rid of the shadows cast by the edges of the box. From Amazing Sun Fun Activities b y Michael Dailey. Learning Triangle Press, 1998 . ISBN: 0 -070151777-6 93 ACTIVITY: Build a Display Board Solar Panel Cooker Materials: (for 2 ovens) 1 tri-fold presentation board (one board makes 2 panel cookers) Sharp knife or scissors Wide, heavy -weight aluminum foil Glue stick and clear packing tape 1 medium size black pot with lid Food for cooking Procedure: 1. Cut board according to the diagram. 2. Lightly score new fold lines before folding. 3. Use tape to reinforce folds and to straighten pre-fold on wings. 4. Cover entire board front with aluminum foil, taping or gluing securely. 5. Slide points of wings into slits as shown. 6. Enclose cooking pot in plastic bag. From Harnessing the Power: Building Your Own Solar Cooker in Energy Exchange Magazine, Spring, 1997. (National Energy Education Development Project (NEED) Project.) The NEED Project Membership kit, valued at $35, filled with all kinds of energy-related materials, games, activities, competitions, and the quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network b y calling 1-800-342-1340. 94 ACTIVITY: Simple Solar Cooker Materials: Aluminum foil 30 x 60 cm piece of poster board Cardboard box Glue Procedure: 1. Before beginning the lesson, glue aluminum foil onto a 30 x 60 cm piece of poster board. 2. Ask students to follow you outdoors with the shiny sheet of poster board. 3. Bend the board to an approximate parabolic curve and select a student to place his or her hand in front of the curve as you aim it toward the sun. The student will need to move his or her hand back and forth until heat is noticed in a particular spot – the focal point. (Students should be able to deduce that the aluminized poster board captured the sunlight and reflected it to a particular focal point. 4. IMPORTANT: Instruct students not to look directly at the reflected light on the curve! In fact, it‘s a good idea to provide students with sunglasses for all experiments involving direct sunlight shining on aluminum foil. To cook food wit h your curved device, cut a cardboard box so that it measures 30 cm x 30 cm x 45 cm. Cut out the front, leaving about 8 cm. at the bottom. Make a hole near the front and top of each side of the box. With cardboard from another box, cut two circles, 30 cm in diameter. The circles need to be cut in half and the halves glued together for rigidity. On each half-circle, make a small hole, halfway bet ween the curved side and the straight side. 5. 6. 7. 8. 9. 10. Use rubber cement to glue aluminum foil (shiny side out) onto the cut half -circles. 11. Cut another 45 cm x 45 cm square of poster board (any color). 12. Glue aluminum foil onto the square and tape it firmly to the rounded edges of the end pieces. (The aluminum sides are inside the nearparabolic curve. ) 13. Attach the cooker to the frame, as shown. Take the cooker outdoors to a sunny area. Adjust the solar cooker to ensure that full sunlight focus es where the food (such as a hot dog) is in place. From “Exploring Solar Energy” b y John Cowens, Teaching K-8 magazine, Jan. 2000. 95 ACTIVITY: Solar Hot Dog Cooker Materials : Corrugated Cardboard Sand Paper Light weight cardboard (e.g. Poster Board) Aluminum foil White glue Masking or transparent tape Brass fasteners and washers Coat hanger Paper towels Water Wire cutters Scissors Sharp object (e.g. Ice pick) Making the reflector surface: A. Cut a rectangular piece of poster board 22‖ X 81/ 4‖ B. Cut a piece of aluminum foil that will more than cover the poster board. C. Spread white glue on the surface of poster board. Use wet paper towel to smooth glue evenly over surface. Immediately plac e aluminum foil, shiny side out, on the sticky surface. Using a different wet towel smooth foil side out, on the sticky surface. Using a different wet towel smooth foil from center out. Fold extra foil over poster board or cut off. Set aside. Making reflector side: Carefully cut out the side patterns and tape them toget her by joining A to A and B to B. Place completed pattern on a piece of corrugated cardboard which is at least 20‖ X 12‖ and carefully trace around pattern. Repeat. Cut out the two sides. Cover bot h with foil as in Part II. Putting Hole s in the side: Again, place the pattern over each side. By using a sharp object, punch through the pattern and sides making a hole in the side at the spot where AA and BB meet. Connecting side to reflector surface : Using masking or transparent tape, attach the curved sides to the reflector surfac e to build the parabolic trough. (Reflective side inside). The assistance of another person is helpful. Making the base: Cut out a piece of corrugat ed cardboard 15‖ X 5‖. Use a sharp object to make a hole centered 1‖ from each end. Score the cardboard 3 ½‖ from each end and bend upward. Attaching the base to parabolic trough: Push brass fasteners through the hole closest to the reflector surface in the side of the parabolic trough (BB holes) and continue through one side of base. Add br ass washer and bend out legs of fastener. Do the same to other side. 96 Making the wire skewer: Now take the coat hanger and cut out a 10‖ length. Sand it down to bare metal and bend one end. Place the skewer through the top (AA) holes in the side of the re flector surface. Using the hot dog cooker: Remove the skewer, then start skewer through hole in one side of parabolic trough and add hot dog to skewer as you continue through to the opposite side. Place in bright full sun and adjust parabolic trough until light falls on backside of hot dog. Hot dog will take 10-15 minut es to cook. 97 98 99 ACTIVITY: Pringles Can Solar Cooker Materials: (per student) 1 Pringles Potato Chip Can (will also work with an aluminum coke can) 1 pair scissors or Exacto Knife 1 wooden skewer (14‖) 1 piece of transparency film (8‖ x 4‖) 1 hot dog Tape Procedure: 1. Radiant energy from the sun can be reflected and concentrated on an object. Much of the radiant energy absorbed by an object is converted into thermal energy (heat). Radiant energy can pass through clear materials much more easily than thermal energy. 2. 3. 4. 5. Cut the Pringles can as shown in Diagram 1. Bend back the flaps but do not remove from the can. They will be us ed to reflect radiant energy ont o the hot dog. Cover the opening on the inside of the can with the transparency film and tape the film into place. Make small holes in the metal end of the can and in the plastic lid. Remove the plastic lid from the can. Put a hot dog onto the skewer, slide the skewer int o the can, and place the end of the skewer through the hole in the metal end. Put the plastic lid back on the can, fitting the other end of the skewer through the hole. The hot dog should be suspended in the can as shown in Diagram 2. Place the Solar Hot Dog Cooker into direct sunlight, positioning the flaps so that they will reflect radiant energy onto the hot dog. Remember that the angle of incidence of light equals the angle of reflection. Time how long it takes for your hot dog to cook. If it is a very cold day, consider how you might insulate your cooker to improve energy efficiency. Will your cooker work in artificial light? Experiment with a powerful artificial light such as an overhead projector. 6. 7. 8. From Energy Exchange Magazine, Nov. 2001 from the National Energy Education Development Project (NEED) Project. The NEED Project Memb ership kit, valued at $35, is filled with all kinds of energy-related materials, games, activities, competitions, and the quarterly magazine, Energy Exchange. If you request a kit from the Tennessee Energy Education Network, the kit will only cost you $5.00. Call 1-800-342-1340 . 100 ACTIVITY: Build a Cone-Shaped Solar Oven Materials: 2 large sheets of black poser board Aluminum foil Black construction paper Cardboard box Procedure: 1. Glue two pieces of black poster board together to make one long piece. 2. 3. Cover one side with aluminum foil. Bend the poster board, foil side in, into a cone shape and tape it together. The cone should still be open on bot h ends. Put black construction paper in the bottom of a cardboard box. This dark surface will absorb heat into the bottom of the box. Prop the cone in the box with the narrower opening poi nting down. Put a graham cracker with a mars hmallow on top of it in a resealable baggie. Chocolate melts faster than marshmallows, so it works best to cook the marshmallow first and add the chocolate later. Put the baggie on the bottom of the box in the center of the cone. 4. 6. 7. 8. From ZOOM.sci. at http://pb skids.org/zoom/sci/solarcookers.html 101 ACTIVITY: Coffee Can Solar Cooker Materials: Large, sturdy cardboard box with lid Heavy duty foil One 3 lb. coffee can Four 1 lb. coffee cans Charcoal briquettes Lighter fluid Tongs Wire cooling rack Matches Procedure: I. Line cardboard box and lid with foil. 2. Place needed charcoal briquettes in the 3 lb. coffee can. (1 briquette=5O degr ees F; 7 briquettes=350 degrees, etc.) . Pour lighter fluid over briquettes and ignite with matches. CAUTION: Keep children away from briquettes while using lighter fluid. Store matches and fluid in safe place. Allow the briquettes to burn in the can until they are white in appearance. Use the tongs to move the briquettes to the center bottom of the box. Place directly on the foil. Place the four 1 lb. coffee cans bottom-side up around the briquettes. Rest the cooling rack on top of the coffee cans. Place items to be cooked on cookie sheet or heavy foil and place on the rack in the cooker. Cover with lid and cook required amount of time. 3. 4. 5. 6. 7. *Possible cooking ideas: Slice & Bake cookies, Snackin' Cake mix, refrigerator biscuits From Super Science Sourcebook b y Ellyn Smith, Marilyn Blackmer, Sandi Schlichting. Idea Factory, 1989. 102 ACTIVITY: Build a Quickie Solar Cooker This simple "quickie" cooker is a practical way to demonstrate solar power. Sunlight goes through the top window and reflects off shiny walls onto b lack surfaces where it changes to heat. With this cooker, you can make small quantities of the recipes at right even in April in northern states. For plans to b uild a regular solar cooker which can cook whole meals four to eight months of the year in the U.S., teachers can send $1 to Solar Box Cookers International-T, 1724 11th St., Sacramento, CA 95814. Materials: 1. Three cardboard boxes that fit inside each other. The smallest one should be about 19"x 23"x 8". 2. Glass or 2 layers of poly ester (clear mylar) for a window about 20" x 24". This window should be slightly bigger than the smallest box. 3. A thin black metal tray-or cardboard painted black-to go inside the smallest box. 4. About 8-10 feet of aluminum foil. 5. Masking tape to fasten the foil to the inside of the smallest box and also to cover the edge of the glass to protect it. Dark cooking pots with lids, or wide -mouth glass jars with lids painted black on the outside. Poke a small hol e in eac h jar lid to allow steam pressure to escape. 6. Procedure: 1. Line the inside of the smallest box with aluminum foil. 2. Put the 3 boxes inside each other, tucking flaps between the walls so the boxes rest snugly. If no flaps, stuff extra pieces of foil-wrapped cardboard bet ween walls. Fold down walls so they are all the same height. 3. Fit the glass over the innermost box so there are no large air leaks. 4. Place the box outside on a dry surface that will be sunny for several hours. Start cooking mid-morning to get the most sun. It‘s OK to tip the cooker a little to catch the most sunlight. From Plan It For The Planet magazine supplement. Children’s Earth Fund. Box 2335, 175 5 th Avenue, New York, New York, 10010 103 ACTIVITY: Build a Parabolic Solar Cooker It’s hot enough to fry an egg on the sidewalk!" You've probab ly heard that expression, but have you ever tried it? If you have, you were prob ably disappointed. But don't give up. Here's a way to cook eggs and other foods in minutes, using just sunshine. You might need help making this solar cooker - all the measurements have to b e exact - b ut it's worth the work. This experiment can b e done in any unit of measurement - centimeters, meters, inches, feet. In other words, one unit can b e one inch or one centimeter or one-half inch, depending on the finished size you want. You can also make it bigger or smaller than the specified measurement. Just remember to keep the proportions the same as the ones describ ed here. Materials: A piece of corrugated cardboard 50 units square for the base A pencil A protractor Several smaller piec es of corrugated cardboard for the ribs Scissors Pins Glue Aluminum foil Food to cook Procedure: 1. From corrugated cardboard, draw and cut out a circle with a radius of 50 units. 2. Inside the circle, draw and score (by cutting half- way through) a 45 unit radius circle. 3. Using a protractor, divide the circle into sixteen 22.5° sections. Then cut a slit from the outside to the scored circle. Turn the circle upside down. Bend the scored ends upwards. Cut out a rib on the other cardboard, using the measurements on the drawing. Trac e it and cut out 15 more. You now have 16 identical ribs. Glue the bottom edge and slip each rib into a slit. Hold them in position with pins until they‘re dry. 4. 5. 6. 104 7. Cut 16 triangles of the size shown. 8. Cover each triangle with aluminum foil, shiny side up, and glue the foil down. 9. Glue eight triangles to the ribs. Each triangle fits over two ribs and covers one section. Wait for the glue to dry. 10. Cover the empty sections by gluing the eight remaining triangles to the ones already in place. 11. Hold the food above the center of the dish. Move it up and down until you find the hottest point. A hotdog on a stick, or an egg in an aluminum pie plate, will cook in minut es. HOW DOES IT WORK? The cooker you have made is a parabolic reflector. It collects the rays of the sun and focuses them at a single point above the center of the dish. This cooker‘s focal point – the hot spot where the sun‘s rays are directly focused and where food should be held – is about 40 units above the center. 105 ACTIVITY: Parabolic Solar Cooker II Parab olic Solar Collectors collect the light rays of the sun. The light rays reflect off the sides equal to the angle they came in at (the angle of reflection). Because the shape of the collector is parabolic, the light rays come together at a point ab ove the collector. This point is called the hot spot. The location of the hot spot varies b ased on the location of the sun, b ut it can b e located b y moving your hand around the perimeter and across the inside of the solar cooker until you find the hottest area and then raise your hand slowly until you reach the hot spot. This is usually quite hot Materials Parabolic Solar Collectors (4-5 students can use one simultaneously)-an old umbrella lined with silver mylar works quite well. Kraft flavored marshmallows (these come in different colors and are important in the assessment of knowledge). Uncooked spaghetti noodles (as thick as possible) These are used as skewers. The kids eat them aft er they roast their marshmallows (no trash). Procedure: A clear, sunny day is a necessity for this activity. (It need not be a hot day but it must be s unny). 1. Around 11 a.m, place the cookers in an area where no shadows will be cast on them This will allow the cookers to heat up prior to use. Explain the method of determining the hot spot on the cookers. Place your hand about six inches above the rim of the cooker. With your eyes closed, slowly rotate your hand around the perimeter of the cooker. When you find the spot that is hottest, slowly raise your hand until the heat comes to a localized point. The hot spot is where you want to hold your marshmallow. (This also can be det ermined by using a piece of paper. Place the paper over the hottest area until the light comes to a point on the paper. I prefer having the children feel the heat however.) Have the children choos e the mars hmallow they would like to roast and allow them to skewer them using the spaghetti noodles. 2. 3. 4. Time to Cook 5. Carefully listen to the children's observations relat ed to the various cooking time of the different colors. Allow plenty of time to discover why some get finished before ot hers. (White will never roast. Chocolate gets finished fastest, and the others vary based on how light the color is.) 6. Hold a classroom discussion based on the res ults. If you wanted to design a solar collector what color would you want it to be? Why? By Roxson Welch, Baker Heights Elementary at http://www.leeric.lsu.edu/educat/lesson3.htm 106 ACTIVITY: Build a Cardboard Solar Cooker Materials: Posterboard or lightweight cardboard Aluminum foil Scissors Paper fasteners (11) Pattern for solar heater sections Food to be cooked Hole Punch Hot pads Procedure: 1. Cut out pattern for solar heater section. 2. 3. 4. 5. 6. 7. 8. Trace pattern 10 times on cardboard. Cut out the 10 sections. Cover each section with tin foil Punch three holes in each section using pattern as guide. Attach each section together at the narrow base with 1 paper fastener. Attach each section together at the sides with the remaining paper fasteners. Place solar cooker towards the sun with small piece of food to be cooked placed on a piece of tin foil. You may need to move the cooker as the sun moves. 9. 10. CAUTION: Use care touching any part of the cook er after placing in sunlight. Any foods that contain greas e should be handled with extra care. 107 ACTIVITY: Build a Camping Solar Cooker Materials (for each cooker) 2 cardboard boxes, one bigger than the other Newspaper Non-toxic, high temperature, flat black paint Paint brush A large, hand-held mirror Flat, heat-proof dish with cover Thinly sliced potatoes, apples, and/or hot dogs Procedure: 1. Construct the oven as shown in the diagram. 2. Paint the inside of the smaller box black and allow it to dry. Place the small box inside the large box, filling the space bet ween the two boxes with firmly crumpled news paper to act as insulation. On a sunny day, place thinly slide food one layer thick in the dish, cover the dish, and place it in the bottom of the small box. Set the oven where the dish will receive full sun. Focus sunlight on the food using the mirror. NOTE: The longer the mirror is held without moving, the better. 3. 4. 5. From The Energy Sourcebook/ Elementary Level. This Sourcebook, which covers many energy-related topics, is availab le in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is availab le in three levels – Elementary, Junior High and High School. To request a free copy of the CD ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 108 SOLAR OVEN RECIPES SOLAR COOKI NG TIPS 1. You can‘t broil in a solar oven, but you can bake, boil and roast. You can even pasteurize water – simple solar ovens made of cardboard boxes can reach 325 degrees F. 2. Start your dinner in the morning and turn the oven a few times to make sure it‘s facing the sun. 3. Think dark! Use black metal pans and dark brown glass dishes. Never use light colored cookware. A canning jar painted flat black works fine to boil water. 4. Use an oven thermometer. It will help you figure our hot long to cook things. 5. Use black cast iron if you‘re cooking something that must be stirred. It won‘t lose as much heat when you open the lid. 6. Don‘t add water when roasting vegetables. Use a pan with a lid and they‘ll cook in their own juices. 7. When baking pot atoes, rub with oil and put in a p ot with a lid. Don‘t wrap with aluminum. 8. Bake bread in dark glass dishes wit h lids. It won‘t have a nice brown crust baked on a cookie sheet. 9. When baking cookies – chocolate cooks fastest, then peanut butter, then sugar cookies. Use a dark cookie sheet! 10. Marinate meats in advance. Place on a rack in a cast iron pot. 11. One pot meals are great ! Cut everything up, throw it into the pot, put a lid on, and walk away. 12. Remember – food won‘t burn in a solar oven. It might lose too much water if you cook it too long. From Kathryn McCoy, former Energy Education Specialist with the Tennessee Energy Education Network. Quoted in Energy Exchange Magazine, Spring, 1997(National Education Development Project (NEED) Project.) The NEED Project Membership kit, valued at $35, filled with all kinds of energy-related materials, games, activities, competitions, and the quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network by calling 1-800-342-1340. THESE FOODS ARE EAS Y TO COOK I N A SOLAR OV EN (1 -2 hours) Eggs Rice Fruit Vegetables (above ground) Fish Chicken THESE FOODS TAKE 3-4 HOURS TO COOK Potatoes Pastry Vegetables (roots) Some beans, lentils Most meat Bread THESE FOODS ARE HARD TO COOK (5 -8 HOURS) Most dried beans Large roasts (all meats get more tender) 109 SOLAR S’MORES RECIPE I 24 squares from chocolate bars 12 graham crackers, halved 6 large marshmallows Place 4 squares of chocolate on each of 6 graham crackers, top with marshmallows. Cove r with remaining graham cracker squares to form sandwiches. Press to seal. Wrap with foil. Place in oven. Bake until heated and chocolate begins to melt. Serve immediately. Makes 6 servings SOLAR S’MORES RECIPE II ½ cup crunchy peanut butter 12 graham crackers, halve 6 large marshmallows Spread peanut butter on 6 graham crackers, top with marshmallows and place in oven. Cover with remaining graham cracker squares to form sandwiches. Press to seal. Bake until heated. Serve immediately. Makes 6 servings. BANANA BOATS 6 bananas chocolate bar squares, kisses, or chocolate chips marshmallows, large or miniatures Peel one strip of skin from banana. Remove small amount of banana or cut slit into banana. Place chocolate and marshmallows inside banana. Wrap in foil. Heat until chocolate begins to melt. Serve immediately. Makes 6 servings. BACKYARD BAKED BEANS 2 slices bacon (optional) 16 oz. can (1¾ cups) baked beans ¼ cup firmly packed brown sugar 1 small chopped onion 1 tsp. prepared mustard ¼ cup catsup 2 Tbsp. Worcestershire sauce Cut bacon into small pieces. Combine chopped onion and bacon in container with lid. Cook covered until bacon is brown and onion is tender. Add remaining ingredients. Bake covered for one hour or until beans are thickened and heated through. Leave corner of lid cracked so steam can escape. Lid prevents splatters. Makes four servings NACHOS Spread corn chips on the tray and sprinkle them with shredded cheese. When the cheese is melted (up to one hour), nachos are ready. SUNS HINE COOKIES 1 c butter 1/3 c. honey ½ c. brown sugar 2 eggs 1 tsp. vanilla ½ tsp. salt 1 tsp. soda 2 c. flour 1 c. oatmeal 1 c. golden raisins ½ c. sunflower seeds Cream butter and sugar together. Add eggs. Mix in sifted dry ingredients, raisins and seeds. Add vanilla. Bake till done in solar oven 110 BARBECUE SQUARES IN S AUCE To make the sauce: Mi x the following ingredients together— 1/2 c. chopped onion 1 garlic clove, chopped 1 six oz. can tomato paste 1 c. water 1 T. chopped green pepper 1 t. salt 1 t. sugar 1 T. Worchestershire sauce 1 1/2 T. chili powder 1 T. vinegar To make the squares: Mi x: 1 lb. Ground meat 1 beaten egg 2 T. chopped onion 1 c. breadcrumbs 1/2 c. milk 1 t. salt 1/2 t. celery salt Form the meat mixture into patties and place in your dark, solar cooking pan. Pour the sauce over the patties, then put the cover on the pan. Solar cook for about 2 hours . SOLAR BROWNI ES 1/2 c. shortening 2 one-ounce squares unsweetened chocolate 2 eggs 1 c. sugar 1 t. vanilla 3/4 c. flour 1/2 t. baking powder 1/2 t. salt 1 c. chopped walnuts Melt shortening and chocolate together in a pan in solar cooker; cool. Beat eggs until light; stir in sugar, then chocolate mixture and vanilla. Add dry ingredients. Mix well. Add nuts. Bake in grease d 9 inch round pan for about one hour. Cut into squares MOGHLAI CHICKEN (From India) 1 large chicken, cut into pieces 2 t. chili powder 2 t. powdered cumin-coriander 1 t. salt 1 or 2 cloves of garlic 1 large piece of ginger 6 or 7 small green chilies Wash the chicken pieces and drain completely. Grind together the green chilies, garlic and ginger. Add the chili powder, cumin-coriander powder and salt to the chili/ginger mixture and mix into a paste. With a sharp knife, make gashes in the chicken pieces and smear the spice paste liberally into the gashes and allover the chicken pieces. Put into a dark, covered pot and cook for 2 to 3 hours. 111 CHILI RELLENOS CASS EROLE Sauce: Mix together 1 small onion, chopped 1 sixteen ounce can stewed tomatoes 1/4 t. garlic powder 1/4 t. oregano Salt and pepper to taste Combine ingredients in a pan that can be covered. Rellenos: 14 ounces of whole green chilies 1/2 pound grated jack cheese 1/2 pound grated cheddar cheese 3 eggs, beaten 3 T. flour 1 small can evaporated milk. Cut chilies lengthwise. Wash, remove any seeds and pat dry. Grease a 9 -inch pan (one you can cover). Layer half of the chilies and cheese, repeat layers. Save 1/2 cup of cheese for topping. Beat eggs, add flour and milk. Beat until well blended. Pour over chilies and cheese. Put the separate pans containing the sauce and the rellenos into your solar box cooker and bake for 45 min. to one hour. When the rellenos are firm in the center, pour the sauce over the rellenos, cover with the final 1/2 cup of cheese, and bake for 15 min. more. SOLAR OV EN LASAGNA 1 32 oz Jar fa vorite spaghetti sauce l Ib Ricotta cheese 1 lb Mozzarella cheese, shredded Parmesan cheese 8 oz Lasagna noodles In bottom of roaster pan, place 1 1/2 cups spaghetti sauce. Coat uncooked noodles wlth ricotta cheese and layer over sauce Add half the shredded mozzarella. Repeat layer of sauce, ricotta covered noodles, and mozzarella. Top with remaining sauce, sprinkle with Parmesan cheese. Cover and bake for 3 hours in solar box cooker. Optional-brown 1 Ib ground beef for 11/2 hours in solar box cooker, drain, and add meat .to spaghetti sauce before preparing lasagna. MEATLOAF This makes a fine meatloaf for serving or the recipe can be used stuff green peppers, e ggplant, or tomatoes. 1 1/2 lbs. ground beef 1/4 lb crackers, crushed into crumbs 1 package onion soup 2 eggs 1 tsp Worchestershire sauce 3 slices bacon (optional) Mi x together meat cracker crumbs, soup mix, eggs, and sauce. Shape into loaf and place in loaf pan. Top with bacon slices Put loaf pan inside covered roaster and bake for 3 hours. POT ROAST To bottom of pot add desired pieces of carrots, potatoes, celery, zucchini, fresh mushrooms, okra, or other vegetables. Add pot roast on top of vegetables and season as you like. Bake covered for 4 hours or more. Remember, this requires no added water. The natural juices coming from the meat and vegetables will blend the flavors nicely. 112 EASY SOLAR SWEET AND SOUR CHICKEN 1 15 0z can Contadina Sweet & Sour Sauce Small Can pineapple chunks or tidbits Chicken from two 1/2 breasts or 2 legs Bake chicken for 2 hours m solar box cooker- Remove skin, cut meat into small chunks. Add chicken to sweet & sour sauce. Add drained pineapple tidbits. Heat covered for an additional hour, and serve over solar cooked brown or white rice. CHI CKEN A LA MELANIE Place 1 cup brown rice in bottom of a roaster pot. Add 3 boned chicken breast halves or equivalent, on top of rice. Cover chicken with 1-2 cups of grated cheddar cheese. Add 1 1/2-2 cups fresh sliced mushrooms on top of cheese. Add one can condensed cream of mushroom soup on top of cheese (don't dilute with water) Sprinkle top with paprika, garlic powder or salt, and Parmesan cheese. Bake covered in solar box cooker for 3 hours or more. IMPOSSIBLE TAMALE PIE Bake 1 Ib ground beef with 1/2 cup chopped onions for 1 hour in covered roaster pot. Drain. Stir in one envelope taco seasoning mix (l 1/4 oz), 1 cup fro zen corn which as been thawed & drained, and chunks of fresh tomato (or an 8 oz can of stewed tomatoes drained & chopped). Beat together for 1 minute by hand or 15 seconds in blender: 3 eggs 1 1/3 cup milk 2/3 cup Bisquick baking mix 1/3 cup yellow cornmeal Pour over ground beef mixture, co ver, and bake for 1 1/2 hours. CORN CASS EROLE Grease small roaster pot and add: 1 can corn (12 oz), drained 1/2 green pepper, chopped 1 small onion Mi x together. Cut 3 hot dogs and arrange slices on top of corn mixture. Combine: 2 eggs beaten 3/4 cup milk 1/2 tsp salt Pour over ingredients in casserole. Cover and bake 2 hours in solar box cooker. SOLAR REFRIED BEANS Add 3 cups of water and a few chopped onions to 1 cup dried pinto beans. Bake for 4 -5 hours (soaking beans overnight will reduce cooking time by about an hour). Drain and save liquid from cooked beans. Mash beans with potato masher, adding reserved liquid to adjust to consistency you prefer. Add 1/2 tsp each of cumin and salt. Add garlic powder and pepper to taste. SPINACH QUICHE Lightly butter 9 inch round roaster pan. Place in the pan: 1/2 cup chopped onion 1/2 cup slices fresh mushrooms 1 cup shredded Swiss cheese 1 10 oz package frozen spinach, thawed and drained .Mix ingredients together with a fork. Beat together: 3 eggs 1 can evaporated milk 3/4 cup Bisquick 1/4 tsp nutmeg salt & pepper Pour liquid blend over the vegetables and cheese. Cover and bake for 2 1/2 hours in solar box cooker. 113 PEACH MERINGUES Wash and halve 5 medium size peaches. Place peaches cut side up in pie pan or casserole dish. Place 1/2 tsp brown sugar in cavity of each peach half and sprinkle wlth cinnamon. Cover and bake 1 1/2 hours in solar box cooker. Beat 3 egg whites at medium speed until soft peaks form. Add 1 tsp vanilla and gradually a dd 3/4 cup granulated sugar while beating at high speed. Remove peaches from cooker and top each peach half with meringue, covering each completely. Return to solar box cooker and bake uncovered for 1 hour. Serve hot or cold. GREEN BEAN CASSROLE 1 10 oz package frozen French cut green beans thawed & drained 1 can condensed cream of mushroom soup 1 small can French fried onion rings Combine beans, soup and 1/2 of onion rings in roaster pan. Top with remaining onion rings. Cover and bake 1 1/2 hours. Recipes from “Amazing Sun Fun Activities” b y Michael Dailey. Learning Triangle Press, 1998. ISBN: 0 -07-0151777-6 “Solar Matters” at http://www.fsec.ucf.edu/ed/sm /ch4-solarthermal/whatscookingrecipes.htm “Fun With The Sun” in Plan It for the Planet magazine supplement b y Children’s Earth Fund and Scholastic Magazine. Box 2335, 175 Firth Avenue, New York, NY 10010 114 SOLAR ENERGY, Part 9 Fun With Heat And Light From The Sun ACTIVITY: Making Sun Prints All you need is water, a little sunshine and imagination for hours of fun mak ing phot ographic -type prints using the sun’s energy. Radiant energy will quick ly change the color of the paper because the radiant energy mak es a chemical change in the paper. Procedure: 1: Using white paper, cut out two drawings of the sun like in the picture below. 2: Place one drawing on a piece of red construction paper, tape one edge of the drawing to the paper, and put it in the sun. Place the other drawing on a piece of sun sensitive paper and put it in the sun for two minutes. Remove the drawing and soak the sunsensitive paper in water for one minute away from the sun. Dry flat. Hang on the wall as a decoration. Observe the red construction paper every hour for four hours. How long does it take for the color to begin to change? Explain your res ults. 3: 4: Ordering Information: Sunprint kits are available in many educational stores. They are als o available from School-Tech, Inc., Ann Arbor MI., (734) 761-5173. The kits have 10 sheets (4‖x 4‖ each) and instructions in a lightproof envelope. Item #11855W2. $3.95. From Energy From the Sun b ooklet. (National Energy Education Development Project (NEED) Project.) The NEED Project Membership kit, valued at $35, filled with all kinds of energy-related materials, games, activities, competitions, and a quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network b y calling 1-800-342-1340 . 115 ACTIVITY: UV Beads: The Invisible Energy In Light Materials: 5 solar beads for each student* 2 clear Ziploc bags with five beads in each 1 piece of string for each student 1 large bowl or water Clear spray sunscreen Fabric White and black paper Umbrella Procedure: 1. Have the students string the beads into bracelets in a room with no sunlight. 2. 3. 4. 5. 6. 7. 8. Have the students hold the bracelets close to an indoor light source and observe the beads. Take the students outside into the sun and have them observe the beads. Mo ve into a shaded area and observe the color and intensity of the beads. Have the students hold the bracelets under an umbrella, the white and black paper, and a piece of fabric. Observe any changes in the beads. Place the Ziploc bags with the beads into the sun. Observe the beads. Spray one bag with sunscreen. Observe the bags. Note any difference. Place the bowl of water in the sun. Place the beads from one of the bags in the water. Observe the beads. Ask the students: How can you tell there is energy in the light from the sun? Is all light the same? Where do you find ultraviolet light? What materials can stop ultraviolet light? What things can you do to keep from getting sunburned? If you put on sunscreen and stayed in the water all day at the pool, do you think you could still get a sunburn? 9. *Solar beads are white when there is no ultraviolet radiation. The beads contain special pigments that change color when they absorb ultraviolet (UV) radiation. They are not affected by visible light and do not react to indoor light or when shielded from UV radiation. The beads help demonstrate to children that ultraviolet light is invisible. It is the light that causes sunburns –it changes into heat when it touches someone. We can‘t see it, but we can use the solar beads to tell it‘s there. Purcha sing information: A package of 250 UV detecting beads can be purchased from Educational Innovations $6.95. http://www.teachersource.com/ or call 1-888-912-7474. item UV-AST. Museum Products. Item #154. 170 per package. $5.00/package.Phone: 1 -800-395-5400,FAX: 860-5729589; Web: http://www.museumproducts.net/ From Energy Exchange Magazine.Nov/Dec. 2002. (National Energy Education Development Project (NEED) Project.) The NEED Project Memb ership kit, valued at $35, filled with all kinds of energy -related materials, games, activities, competitions, and a quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network b y calling 1 -800-342-1340. 116 ACTIVITY: Hot Cans 1. Collect pop cans and paint them various colors. Fill each with water and place them on a sunny window sill. After several hours measure the temperature of each can. Graph the results to see which can gained the most heat. 2. 3. Experiment with felt insulation to see how different amounts and locations of insulation effect temperature. Place a can in a sealed jar, a can in an unsealed jar and leave one can without a jar. Experiment as you did in #1. Combine various combinations of color, insulation and glass to see how high you can get the temperature of water in a can to rise. 4. From Energy Activities for Primary Children. ACTIVITY: Solar Energy Experiment This experiment demonstrates that energy from the sun can be collected and stored in many ways . Materials: One plastic bottle painted white One plastic bottle painted black Several small balloons. Procedure: 1. Note that one bottle is painted black and the other is painted white. Place the open end of one small balloon on the mouth of the white bottle and do the same for the black bottle. Make sure the balloon forms an airtight seal. 2. 3. Now place both bottles in bright sunlight. Within a few minutes, the students will notice the balloon on the black bottle will start to expand. The balloon of the white bottle will remain limp. Have a student touch the black bottle to notice that it is warm. Then have the same student touch the white bottle to notice that it is much cooler than the black bottle. Questions : Why do you think the balloon on the black bottle expanded? Does heat make air expand? Does a black object get warmer in the sunlight than a white object? What would be a good color to paint your car if you wanted to stay cool in the summer? Explanation: The black bottle will absorb the sun‘s energy much better. The white bottle reflects away most of the sun‘s energy. As the bottle absorbs energy, the air inside the bottle warms up and expands making the balloon full with air. The teacher will note one bottle is painted black and the other is painted white. Place the open end of one small balloon on the mouth of the white bottle and do the same for the black bottle. Make sure the balloon forms an air tight seal. Now place both bottles in bright sunlight. Within a few minutes, the students will notice the balloon on t he black bottle will start to expand. The balloon of the white bottle will remain limp. Have a student touch the black bottle to notice that it is warm. Then have the same student touch the white bottle to notice that it is much cooler than the black bottle. b y Beatrice Ortiz, Ann Parrish Elementary, NM 117 ACTIVITY: Solar Balloon Radiant energy often turns into heat when it hits ob jects. Black objects ab sorb more radiant energy than white objects. When air gets hotter, it rises. A solar balloon works b ecause the b lack plastic absorb s radiant energy and turns it into heat. The air inside gets hotter. You will need a ―solar balloon‖ – a black plastic garbage bag tied closed. Step 1: On a very sunny day, take the solar balloon outside and tie one end closed with a piece of plastic string. Open the other end and walk into the wind until it fills with air. When the balloon is filled with air, tie off the other end with string. Step 2: Tie long pieces of string to both ends. Have two people hold the ends of the string and place the balloon in the sun. Step 3: Observe the balloon as the air inside becomes hotter. Step 4: Explain your observations. From Energy From the Sun Student Booklet, page 17 found at http://www.need.org/needpdf/PrimarySolarStudentGuide.pdf 118 ACTIVITY: Making Sun Pendants Explain to your students that all of the earth’s energy originally comes from the sun. Some might believe that winter sun is not hot, particularly in colder climates. This activity demonstrates that even the winter sunlight can b e concentrated into a source of much heat. Materials: A small tree or branch with bark sawed into ¼‖ - ½‖ thick pieces (One for each child) Leather shoe lace for each pendant Heavy lead pencils Magnifying glasses Acrylic spray Procedure: 1. Drill a hole in each pendant for a leather shoe lace. 2. 3. 4. As the students to write or print their names on the wood using a heavy lead pencil. Pick a sunny day to take your class outdoors. Show the student how to use a magnifying glass to concentrate the sun‘s rays onto the writing on the pendant. The dark graphite absorbs more of the sun‘s energy and will burn the imprint into the wood. After the names are burned int o the wood, spray each pendant heavily with acrylic spray and hang overnight to dry. 5. ACTIVITY: Car Colors Test the inside and outside colors of teachers‘ cars to see which colors absorb and reflect the most heat. From Energy Activities for Primary Children. A copy is availab le free of charge from the Te nnessee Energy Education Network b y calling 1-800-342-1340 . 119 ACTIVITY: Melting Colored Snowballs This should b e done in winter for best effect. However, b y altering the technique, it can b e done in the fall spring, and summer. Materials: About 10 snowballs Different colors of food coloring India Ink 8 Thermometers One large piece of white poster board Construction paper – red, blue, yellow, green, orange, purple, white, black Magic marker Watch Sun Tray Glue Scissors Procedure: 1. Make a snowball of each color (red, blue, green, yellow, orange, purple, black and white) with food coloring and India ink. 2. 3. 4. Bring the snowballs inside and place them on a tray in a sunny window. Record the time. Keep watching the snowballs then record the time when each one is completely melted. Discuss why certain ones melted faster. Discuss why they melted at all and what melted them. Alternate Method: 5. Make a poster out of the white poster board. Make pockets out of construction paper and glue onto chart. Be sure and make a space for starting time and finishing time and one for starting temperat ure and finishing temperature. 6. Place a thermometer in eac h pocket (don‘t forget to record the temperature first). Place chart out in the sun and wait about 30 min. Record the time and the temperature on each thermometer. From Lib Roller (Metro Nashville) and Joan Pink ley (Loudon Elementary) 120 ACTIVITY: Solar Absorber Heat energy from the sun is absorbed and transferred to water in passive solar water heating systems. The heat energy is absorbed by large water drums which are painted. In this experiment you will determine the best color to paint the water drums. MATERI ALS: 4 frozen juice cans (same size) 4 thermometers Scissors Construction paper (red, black, yellow and blue ) Plastic wrap PROCEDURE: 1. Cover one frozen juice can with red construction paper, one with black, one with yellow, and one with blue. 2. Next fill each can with equal amounts of water. Be sure the water temperature is the same in each can at the start. 3. Next cover top with plastic food wrap. Punch a hole in plastic wrap and place a thermometer in each frozen juice can and place in the sun. Record the water temperature of the water in each frozen juice can at the start and at 15minute intervals for 2 hours. After you have collected your data, construct a line graph showing the relationship between water temperature, time, and absorber color (construction paper). 4. 5. QUESTIONS: 1. Which color was the warmest after 2 hours 2. Which color was the coldest after 2 hours? 3. Which color warmed up the quickest? 4. If you were building a passive solar water heater, which color would you paint your water drums and why? VARI ATION Cover all the cans with black construction paper. Fill one can wit h tap water, one with salt wat er, one with sand, and the last one with nothing. Which materials absorbs and retains heat better? From the Energist newspaper, National Energy Foundation. 121 SOLAR ENERGY, Part 10 Solar Energy and Distilling Water ACTIVITY: Purifying Water With Sunlight Heat energy from the sun is constantly evaporating water from the surface of the earth. (This is the way the sun's energy drives the hydrologic cycle.) People can make use of the sun's evaporative energy to make salty or muddy water potable. When water evaporates, the solid substances dissolved or suspended in it do not. The evaporation of salt water is a good example. The water molecules enter the vapor phase, leaving the sodium chloride behind. This is because water has a much lower boiling point than salt. If alcohol, which has a lower boiling point than water, is added to water and the mixture is heated, the alcohol will evaporate first, leaving the water behind. Most of the chemical impurities in water, however, are solids with relatively high boiling points. Bacteria will also be left behind as water evaporates. Evaporation is a process which takes place molecule by molecule; that is, individual water molecules leave the liquid phase indep endently of each other. Bacteria are millions of times larger than water molecules. In order to use the sun's energy to produce potable water, we need a device for capturing and concentrating the diffuse energy of sunlight, evaporating water, and condensing purified water. Such a device is called a solar still. A still is a device which captures vapor and condenses it back into the liquid phase. The condensate is said to be distilled. A solar still's operations can be explained by Kinetic Theory. As the w ater in the pan absorbs some of the heat energy from sunlight, the water molecules vibrate with increasing energy. In the liquid phase, molecules are free to move and to collide with one another. The heat energy of the sun is transformed into the energy of motion-kinetic energy. Some water molecules near the surface gain enough energy to leave the liquid state and enter the air as vapor. Vapor has greater kinetic energy than does liquid. When the molecules, now in the vapor phase, strike and adhere to the plastic covering, they lose energy because the plastic covering is slightly cooler than the air and vapor within the still. The energy loss causes the vapor to re-enter the liquid phase. Pulled by gravity, the water then flows down the concave plastic cover ing and drips into the container at the center of the still. Procedure: 1. Fill a pan or tub to a depth of 5 cm with salty or muddy water. Place a clean drinking glass or small beaker in the center of the pan. 2. Cover the pan with plastic wrap. Tape all the way around the edges, forming a good seal. Place a small weight in the center of the plastic (above the glass). Place the solar still in direct sunlight for several hours. Check the still after the time has elapsed. If you began with salty water, taste the water in the glass. If you began with muddy water, do not taste it. Just look at it; the water will be clean. 3. 4. FOLLOW UP I. Explain how the solar still works. What was the energy source? How was the water cleaned? The energy for this process originated in the sun. Light passed through the plastic wrap. The light energy was changed to heat energy as it struck the water, and the heat was then trapped within the pan by the co vering. The covering allows visible light to pass through but w ill not allow infrared energy (heat) to pass back through as readily. The solar still acts as a heat trap, similar to a greenhouse. The sunlight provides the energy for the e vaporation of the water in the container. The water vapor travels up to the 122 covering, where it condenses because the covering is cooler. Droplets form and gravity pulls them down the covering's slope (created by the weight). At the lowest point, drops form and fall into the glass or beaker located directly under the weight. II. How might you speed up the distillation process? Increasing the energy input will speed up the process, but it is not possible to control the sunlight itself. Therefore, we must improve our collection of the sun's energy. This might be accomplished by increasing the surface area of the water by using a larger pan. Perhaps the pan could be painted black. Some light is being reflected away from the water by the covering; it might be possible to find a less reflective covering material. Concentrating the sunlight might be possible. III. What areas of the world might benefit from large-scale solar-powered water purification plants? Places lacking fresh water but having access to sea water and abundant sunshine might someday benefit from this technology. Examples are Southern California and the Middle East. IV. Could a solar still be used to clean up toxic wastes in water? An y substance with a boiling point higher than that of water will remain behind as the water evaporates. Many substances (particularly organic substances) have boiling points lower than that of water. These substances often change chemically at high temperatures. Whereas distillation or even simple evaporation cannot solve our wastewater treatment problems, many waste treatment plants all ow the water to evaporate into the atmosphere. This reduces the volume of waste that must be disposed of. The residue is gathered and disposed of in special landfills. V. How could this method be used as a survival tactic in the desert where there is no surface water? Drinking water can be distilled from the moisture in the ground. First, a hole is dug a few feet into the ground. The hole is covered with a large sheet of plastic or waterproof tarp and a weight is placed in the center of the covering. A container for catching the condensate is placed directly below the center. Moisture from the soil evaporates is trapped, and condenses. From The Energy Sourcebook/High school edition. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 123 ACTIVITY: Making a Solar Distiller Can you distill clean water from muddy or salty water? Materials: Two large plastic or glass containers Clear plastic wrap Masking tape Two small rocks Two small glasses Two tablespoons of dirt Two tablespoons of salt Water Procedure: 1. Fill both large containers with one inch of wat er. Mix the dirt into the water in one container and the salt into the water in the other cont ainer. 2. Place one empty glass upright into the water in the middle of each plastic container. Make sure the glass remains empty. Cover both plastic containers tightly with plastic wrap and seal them with tape. On bot h containers, place a rock in the middle of the plastic wrap directly over the glass but not touching it. Place the containers in a sunny place for two hours. Examine any water that forms in the glass. Record your observations. 3. 4. Analysi s: Did the solar distillers produce clean water? Can you devise a test to determine if there is any salt in the distilled water? Can you explain how a solar distiller works? Can you imagine a situation in whic h this knowledge could save your life? How could thi s method be used as a survi val tactic in the desert where there is no surface water? Drinking water can be distilled from the moisture in the ground. First, a hole is dug a few feet into the ground. The hole is covered with a large sheet of plastic or waterproof tarp, and a weight is placed in the center of the covering. A container for catching the condensate is placed directly below the center. Moisture from the soil evaporates, is trapped, and condenses. From Energy Exchange Magazine, March 2002. (National Energy Education Development Project (NEED) Project.) The NEED Project Membership kit, valued at $35, filled with all kinds of energy-related materials, games, activities, competitions, and the quarterly magazine, Energy Exchange. You can request a kit for only $5.00 from The Tennessee Energy Education Network by calling 1-800-342-1340. From The Energy Sourcebook/ Elementary Level. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 124 ACTIVITY: Building a Solar Desalinizer Nature has a method for purifying water. The sun heats water on the surface of the oceans, turning it to a gas called water vapor. The water vapor rises in the heated air, leaving the salt b ehind. When the air cools, the water vapor b ecomes liquid again. forming clouds and rain. The water that was originally salty is now pure, fresh rainwater. Materials: A plastic shoebox or similar-sized plastic container (plastic shoeboxes may be purchased inexpensively at discount houses and hardware stores. Tote trays or other plastic containers can easily be substituted) Plastic wrap A small paper cup, a small jar, or a 50 ml beaker salt (The collecting cup should be small enough so that the plastic wrap, when weighted down by the marble, does not touch the edges. A large rubber band A marble or rounded stone Black construction paper A 500 ml beaker Tape Procedure: 1. Pour 500 ml of hot tap water into a clean beaker and add a small amount of table salt. 2. Use clean hands to carefully taste the solution by dipping your finger into it and placing it on your tongue. How does the solution taste? 3. Tape the cup or jar into the center of the plastic shoebox. 4. Carefully pour the salt water solution into the shoebox. Be sure not to get any in the cup 5. 6. Cover the shoebox with the plastic wrap. Hold it in place with the rubber band. Place the marble or stone in the center of the plastic wrap, directly above the cup. Press down on the marble and loosen the wrap so that the marble sits in a depression, but not so far down that the plastic wrap touches the rim of the cup. Carry the equipment to a level spot in direct sunlight, being careful not to slosh salt water into the cup. Set the black construction paper down first, then place the shoebox on top. Observe the solar desalinizer at intervals during the day. What is happening? (Since the stills must operate for several hours before fresh water accumulates in the cups, it is suggested tha t the stills be left in place overnight. If the y ha ve been placed outside, students can bring them inside at the end of the school day. Overnight cooling of the stills may actually cause more condensation, resulting in a greater amount of pure water being collected. Direct the students to uncover the shoebox and carefully remove the cup. Dry the outside. Be sure not to get any salt solution into the cup. What does the cup contain? Taste the contents using the method already described. Again, taste the solution in the shoebox. 7. 8. 9. NOTE: On a variably cloudy afternoon in mid-September, with air temperature about 18 degrees C, the desalinizer will collect approximately 25 ml of water over three hours.) From “Junior High Science” b y Research Foundation of the State University of New York on b ehalf of the Solar Energy Project. 125 SOLAR ENERGY, Part 11 Using Passive Solar Energy ACTIVITY: Sun Finder Use this to help you decide how many degrees off true south the walls of your home are. Materials: Print out Compass Procedure: 1. Using the compass, decide which wall fac es closest to south. 2. Place the arrows at the bottom of this page against the face of the south wall. 3. Put your compass exactly in the center of the circle marked ―COMPASS GOES HERE ‖ 4. The compass needle will point to an angle printed on this page. The angle will be either east or west of south. This will tell you how many degrees off south your wall faces. 126 ACTIVITY: Let the Sun Shine In (Passive solar heating for homes) In passive solar energy b uildings, widows are located to take advantage of the sun’s energy. In this investigation you will determine which side of a b uilding (N, S, E, W) windows should b e placed to take advantage of the sun’s energy. Materials: 4 half-gallon milk cartons 4 thermometers Plastic wrap Tape Scissors Ruler Procedure: 1. Cut a 3‖ x 3‖ window on one side of each milk carton. 2. Cover each window with plastic wrap. Use tape to hold the plastic wrap in place. Tape each milk carton‘s spout shut. Now punch a hole in the top of each milk carton and insert the thermometer. Place each milk carton in the sun so that one window faces north, one south, one east and one west. Be sure each window is not shaded. 4. Record the starting time and temperature of each milk carton. Record the temperature of each milk carton at 5-minute intervals for 30 minutes. 5. After you have collected your data, construct a line graph showing the relationship between air temperat ure, time, and window directions. Questions: 1. Which window direction had the warmest air temperature? (s outh) 2. Which window direction had the coolest air temperature? (north) 3. Do you think these results would be the same anywhere in the U.S.? (yes, because the winter sun will shine on all sout hern expos ures in the nort hern hemis phere) 4. If you were building a house, where would you have windows ? (south side) Variation: Using different colored construction paper, cover each milk carton, except window, with construction paper. What effect does color have on the air temperat ure inside the milk carton? From the energist newpaper. National Energy Foundation. 3. 127 ACTIVITY: A Passive Solar House Materials: Scissors Tape Toothpicks Straight edge Worksheets A, B, and C A light source (flashlight, lamp) Crayons or markers (optional) Procedure: 1. Select one model from the two model house drawings on Worksheet A. Cut out, fold, and assemble (without taping) the model you chose. 2. Place the folded model house on the plot plan (Worksheet B) and decide on the setting of the dwelling. In which direction will it face? Decide how many windows and doors your house should have and choose their locations based on the setting of the house. Then unfold the model and draw in the windows and doors neatly with a pencil and straight edge. Color the house if you wish. Refold and tape the model together. Then tape the roof in place. Place the completed house on the plot plan. Find out the directions of the winter winds and summer breezes in your area. Draw arrows in the proper corners of your plot plan to indicate these directions. Label each arrow. Draw in fencing (if any), driveway, and sidewalks. Can you place these features to provide protection from winter winds? Cut out the model trees and shrubs (Worksheet C) and use them to trace out as many additional trees and shrubs as you want to use in landscaping. Cut these out and fold their bases. For added strength, tape toothpicks to the backs of the trees. Keep in mind that deciduous trees lose their leaves in fall and that winter winds and summer breezes come mostly from one direction. Plan how you will landscape the plot, then tape the summer deciduous models in place. Tape the models of the winter deciduous trees directly behind the summer models. Tape all other models in place. Find out the noontime angle of the sun in your area for winter and for summer. Set the light source at the noontime angle for the summer sun. Check your house and landscaping for the effectivenes s of summer shading. How many windows receive direct summer sunlight? Do your deciduous trees shade the house to help keep it cool? Does your roof overhang provide shading from the summer sun? Does your landscaping channel cooling summer breezes toward your house? Now fold down your summer tree models so that the winter models are visible. Set the light source at the noontime angle for the winter sun. Again check your house and landscaping, this time for the effectiveness of winter solar heating. How many windows receive direct winter sun- light? Do any trees block the sun's rays, preventing them from warming the house? Does the roof overhang allow the winter sunlight to pass through your windows? Do your evergreen trees break and slow those cold winte r winds? 3. 4. 5. 6. 7. 8. Typical Results Well-designed model homes should have most windows on the south side, a roof overhang on the south, a coniferous windbreak in the direction of the winter winds, and deciduous trees to the south. 128 Questions 1. How does your model house compare to those of other students in placement of windows, size of doors, and roof arrangement? 2. 3. 4. 5. 6. Which model house in Worksheet A is best designed for winter heating and summer cooling? Why? Now that you have completed the activity, how could you improve your model house and landscaping to increase their effectiveness in winter heating and summer cooling? A passive solar house such as you have constructed is considered one way to conserve energy. Wh y? How should homes be landscaped to conserve energy? In which direction should the roof overhang so that winter sunlight passes through windows and summer sunlight is blocked out? Background: Homes can be heated by the sun in winter and protected from the sun's heat in summer. If this is done without mechanical equipment, then the house has a passive solar system. But if heat is transferred by pumps and fans, which require an outside source of energy, then the house has an active system. In a passive solar system, heat flows by natural means such as convection, conduction, and radiation. Passive solar design is really very simple, and can be incorporated easily into a new or existing home. Basically, a passive solar home collects heat in winter through south - facing glass (glazing) and stores the excess in a thermal mass, from which it is distributed slowly when indoor temperatures drop at night or on cloudy days. A passive house will have more windows on the south side and fewer (or none) on the north side. Windows can be double-glazed on the south side and even triple-glazed on the other sides. In winter, all windows should be covered at night with insulating interior treatments to keep heat loss at a minimum. The house should be well insulated and weather-stripped to avoid infiltration and conduction heat losses as much as possible. To provide protection from the heat of the summer sun, a passive solar home should have overhangs to shade windows on the south and west sides. Exterior window treatments should be used to p revent sunlight or heat from entering. Vents and windows should be placed to increase natural ventilation or to exhaust excess heat from the house. In addition, a passive solar house must be sited properly on its lot. The position of the sun at different seasons of the year can be charted to determine which portion of the site receives the most sun between 9:00 A.M. and 3:00 P.M. Hills, large trees, and other buildings should not obstruct the sun during the heating season. Proper landscaping of the home contributes to energy conservation. Deciduous trees should be planted on the south and west sides of the house. Their leaves will shade the house in summer; but in autumn, when the leaves fall, the sun's rays will strike the house. Coniferous trees should be planted on the windward side of the building. They provide a windbreak for the prevailing winds. Wind reduction will cut infiltration heat losses. Other vegetation should be planted to channel cooling summer breezes toward the building. From “Junior High Science” b y Research Foundation of the State University of New York on b ehalf of the Solar Energy Project. 129 130 131 132 ACTIVITY: Plants as Solar Collectors When we build a solar collector, we have to use common sense to face it in the ring angle and direction. To show how plants face the sun, take a teaspoonful of alfalfa seeds and soak them overnight. Place them on a moist paper towel in a bottle by the window. After a few days you will notice that each little plant is facing its ―solar collectors‖ (leaves ) towards the sun. From Energy Activities for Primary Children. A copy is availab le free of charge from the Tennessee Energy Education Network b y calling 1-800-342-1340. ACTIVITY: A Car As a Solar Collector Have the students explain what it feels like to get inside a car on a hot day. Where did the heat come from? How is the car like a solar collector? 133 ACTIVITY: Build a Solar Water Heater Model 1. Cut a cardboard box in half diagonally. Cut off the top flaps. Cut the left-over half's 2 sides off and glue or rubber cement them to the outside of your box half. They add strength and insulation. Glue aluminum foil shiny side out to the inside (sides and bottom) of the box. Secure a small dowel across the top of the opening (from corner to corner) with silver duct tape to serve as a brace. Cut a piece of clear plastic or vinyl large enough to tape to the underside of the box and to cover the opening and the top of the box. Tape the plastic wrap securely to the underside of the box. This plastic serves as both the cover and the "door" for the heater. When you use the solar heater, pull the plastic up over the top of the box and tape it tightly in place. Fill the can with tap water. Measure and record the initial temperature of the water. Cover the top of the can with plastic wrap and secure it with a rubber band. Make a small slit in the plastic. Insert the thermometer, and leave it in the water except when you are reading it. Set up the model solar water heater outside so the opening of the box faces the sun; make sure it is not shaded. The direction the box must face will vary depending on the time of day. Place the water-filled can inside the box and seal the box with the clear plastic cover. Check the changes in water temperature as directed by your teacher. Two groups will measure and record the temperature every 10 minutes for 40 minutes; the other two groups will measure and record the temperature only at the beginning and the end of 40 minutes. 2. 3. 4. 5. 6. 7. 8. From The Energy Sourcebook. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 134 ACTIVITY: Build a Model Solar House 1. Use the solar water heater from the previous activity or build a heating unit following the directions for the water heater model. Lay the box on its side. Its sides are now to be the bottom and back of the house model's heating unit. Pull the plastic wrap back to open the unit until you are ready to operat e it. Cut vents near the top and bottom of the back wall of the heating unit. Cut one entire side from the large (living unit) box. Cut a door in an adjoining side, but do not cut all the way around it. Leave one edge of the door attached so it will close. Place the vented back of the heating unit snugly against the open end of the (living unit) box. Tape the 2 firmly together with duct tape. Cut a piece of Styrofoam sheet to fit under the model. Set the model on the foam and tape them firmly together with duct tape. 2. 3. 4. 5. From The Energy Sourcebook. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 135 ACTIVITY: Building a Solar Hot Box Build a solar hot b ox to test various colors and materials to find the maximum temperature that can b e reached. Materials: Shoeboxes Different colored construction paper Cellophane (different colors ) Aluminum foil Thermomet ers Large sheet of paper Procedure: 1. Explain that a solar hot box differs from a solar collector only in the respect that the solar heat is collected and contained in the box is not purpos ely transferred. The heat from a solar collector is usually transferred from the collector by a heated air or water medium to another location. 2. Students will build their own hot box using the cellophane colors and materials they choose. Students can work in pairs or alone to build their box and c onduct the experiment. Explain that each hot box group will go outside and complete a temperature experiment to determine the maximum temperature it will reach. Have each group set their experiment up with a thermometer on the inside. At one-minute intervals have each group record the temperature of the hot box. Do this for ten (10) minutes. Bring the results into the classroom and record the temperatures for each group on the board. Ask the students which hot box achieved the highest temperature the fastest. 3. 4. 5. 6. Closure: When the students have decided which box worked the best and which one didn‘t work ask them to brainstorm conditions outside that would help or hinder the solar heating proc ess. Make a list on a large sheet of paper and hang it the room. By John Sandru; Battle Mountain Junior High, Nevada 136 ACTIVITY: Build a Solar Air Heater Materials: Compass Large piece of cardboard Shellac Non-toxic, high temperature, flat black paint Thumbtacks String Duct tape Thin plastic film (like food wrap – do not use wax paper) Procedure: 1. Use a compass to find a window that faces due south. 2. Measure the window to be used and get a piece of cardboard large enough to cover it with a least 5 inches to spare all the way around. Mark off the exact size of the window on the cardboard. Add 5 inc hes all the way around the window size and cut out the heater as shown in the diagram. 4. 5. 6. Fold back 5-inch flaps and test the box-like heater for a snug fit inside the window frame. Cover one side of the cardboard with shellac. After letting it dry for 5-7 hours, paint it with flat black paint. Let the paint dry completely before going on. Make the vent holes in the heater. Cut vents at least 3 inches high near the top and bottom of the heater, as shown. Push thumbtacks into the cardboard around the vent holes as shown. (Put them in the unpainted side.) Weave some thin string around the thumbtacks, crossing the vent holes. Cover the thumbtacks with strips of s ilver duct tape to keep them from falling out. 3. 7. 8. 9. 10. Get some thin plastic film (like food wrap-do not use wax paper) and cut strips large enough to cover the vent holes. 11. Tape the plastic to the outside (black side) of the bottom vents and to the inside (string side) of the top vents. 12. Install the heater in the window. 13. Place the heater-black side facing the window, top vents up (so that the plastic flaps hang down over the vent holes)-inside the window frame. Then tape it to the window frame with masking tape. 14. Leave an air space between the glass and the cardboard, but none around the edges of the cardboard. 15. After the heater has been in place for several class periods, check to see if warm air is coming out of the top vents. 137 16. Don't leave the masking tape on the window frame too many days; it may pull the paint off with it when you remove it. 17. A smaller model can be made using a cardboard box taped to the window, leaving an air space between the glass and the back of the box. Just the follow the directions above.. From The Energy Sourcebook. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. Adapted from CONNECTIONS, developed by NATAS. 138 ACTIVITY: Simple Solar Collector Materials: Shallow cardboard box with the inside painted black . This will be the collector Newspaper Tape Dark, flexible tubing, about 2 meters in length Thermomet er Water Trans parent covering (such as laminating film) Procedure: 1. Tape several layers of news paper around the sides and bottom of the collector for insulation 2. Make holes in each end of two sides of the collector; the holes should be large enough for tubing to fit through. Put the dark, flexible tubing, inside the collector in a back -and forth pattern. Enough tubing should be left out at both ends to be easily handled. When the tubing is in place, tape a thermomet er to the bottom of the collector, bet ween the rows or tubing. Seal the top of the collector with a transparent cover and tape the edges tightly all the way around. Fill the tubing with water and plug both ends. Put the collector box or panel in direct sunlight. (Don‘t forget to measure the water‘s temperature before exposing the collector to sunlight.) Record temperature readings of the water every 30 minut es. Discuss the results with the class. 3. 4. 5. 6. 7. From “Exploring Solar Energy” b y John Cowens in Teaching K-8 magazine, January 2000. “Get Your Hands on Energy”. Solar Box Cookers International, 1724 11 th Street, Sacramento, CA 95814. 916-444-6616. 139 ACTIVITY: Experiment House Activity Find out what effect the color and location of a home have on how much solar energy is ab sorbed. Material: An Experiment House from the Tennessee Energy Education Network* for each group compass Scissors Tape Thermomet er Procedure: 1. Have each group construct a different house Hous e 1 – house with white roof Hous e 2 – House wit h black roof not facing south Hous e 3 – house with black roof and front window cut out, not facing south Hous e 4 – house with black roof and front window cut out, facing south Possible Experiments: 1. How much warmer do things get in the sun than in the shade? 2. How much hotter does a house get when the windows face south instead of north? 3. Does the time of day make any difference? Does cloud cover mak e a difference? 4. Would a house with a white roof be cooler than a house with a dark roof? What if the roof was another color? (Would a house with a dark roof be more or less expensive to air condition in the summer?) 5. How would adding insulation to a house affect the results? (put a strip of cotton batting, available from a cloth store, in the inside walls. 6. What difference in temperature would there be if the outside were different colors? (Try black, white, blue, yellow, red. What is the best color to paint a house to keep it warm in the wint er? ) 7. Will different window covers affect the amount of heat absorbed? (Use cloth or colored cellophane as draperies.) 8. Would trees around the hous e affect the amount of heat absorbed? (Make cut outs of trees from construction paper) *Ordering Information: Free in classroom sets, if desired. Contact Tennessee Energy Education Network, William R. Snodgrass Building/ TN Tower, 312 8th Avenue North, 9th floor, Nashville, TN 37243-0405, Phone: 1-800-342-1340 inside Tennessee or 615-674-2994 outside Tennessee, Web site: http://www.tnenergy 140 TRANSPARENCY: Solar Energy Zones The average amount of solar radiation received by the U.S. in watts per square meter. From “Getting To Know Renewable Energy Sources” in The Energist, , 1986. National Energy Foundation . 141 TRANSPARENCY: Photovoltaic Cell From Intermediate Solar Energy, Teacher Guide. National Energy Educatio n Development Project (NEED) The NEED Project also has a Memb ership kit available, valued at $35, which contains fact b ooks, activity ideas, competition opportunities and games that reinforce learning. The Memb ership kit is available for $35.00 from NEED (www.need.org) or at a reduced rate of $5.00 b y contacting the Tennessee Energy Education Network, 1-800-342-1340 or www.tnenergy.com 142 TRANSPARENCY: The Sun’s Daily Path 143 TRANSPARENCY: From the Sun To You (Food Chain) Energy from the sun is the basis for life on earth. Green plants must have the sun’s energy in order to make sugars and other substances from carbon dioxide and water. The energy stored in the plants is then passed on to animals that eat the plants and is passed on up the food chain as more “eaters” – consumers – participate in the food chain. The basis of every food chain is a green plant, and the sun provides the energy the plant must have. From The Energy Sourcebook/ Elementary Level. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. 144 TRANSPARENCY: Solar Cell 145 TRANSPARENCY: Solar Power Tower 146 TRANSPARENCY: Drawing of a Passive Solar House 147 TRANSPARENCY: 148 TRANSPARENCY: 149 TRANSPARENCY: 150 TRANSPARENCY: 151 TRANSPARENCY: 152 TRANSPARENCY: Solar Collectors on Roof Of House 153 TRANSPARENCY: Solar Air System 154 TRANSPARENCY: Solar Liquid System 155 BACKGROUND INFORMATION- Solar Energy WHAT IS SOLAR ENERGY? Every day, the sun radiates (sends out) an enormous amount of energy. It radiates more energy in one second than the world has used since time began. This energy comes from within the sun itself. Like most stars, the sun is 4 a big gas ball made up mostly of h ydrogen and helium atoms. The sun makes energy in its inner core in a process called nuclear fusion. During nuclear fusion, the high pressure and temperature in the sun's core cause hydrogen (H) atoms to come apart. Four hydrogen nuclei (the centers of the atoms) combine, or fuse, to form one helium atom. During the fusion process, radiant energy is produced. It takes millions of years for the radiant energy in the sun's core to make its way to the s olar surface, and then just a little over eight minutes to travel the 93 million miles to earth. The radiant energy tra vels to the earth at a speed of 186,000 miles per second, the speed of light. Only a small portion of the energy radiated by the sun into space strikes the earth, one part in two billion. Yet this amount of energy is enormous. Every day enough energy strikes the United States to supply the nation's energy needs for one and a half years. About 15 percent of the radiant energy that reaches the earth is reflected back into space. Another 30 percent is used to evaporate water, which is lifted into the atmosphere and produces rainfall. Radiant energy is also absorbed by plants, the land, and the oceans. SOLAR ENERGY VARIES WITH THE SEASON AND THE PLACE The amount of radiant energy given off by the sun is fairly constant year-round, but the amount of energy received varies at different seasons and places. The earth rotates on its axis, completing one turn every 24 hours. The side of the earth facing the sun receives sunshine. The side facing away from the sun is in darkness. The axis is tilted 23.5° from the plane of orbit. For this reason, the number of daylight hours at any given location changes as the earth orbits around the sun. The earth completes one orbit in one year. The number of hours of sunshine affects the amount of energy received from the sun. Also, the amount of energy that reaches the earth depends on the angle at which the sun's rays strike the earth. Rays that strike the earth at an angle of about 90° pass through the least amount of atmosphere. These rays lose the least energy and transfer the most heat to the earth. 156 The sun's rays are most direct in the tropics, near the equator. The tropics extend from the Tropic of Cancer (23.5ON) to the Tropic of Capricorn (23.5OS). In this part of the world, the average temperature is warm year-round. When the sun's rays reach the Arctic or Antarctic Circles, the rays are at very low angles. These rays are distributed over a large area because they have a low angle and they pass through the deepest layer of atmosphere. Therefore, the smallest amount of radiant energy reaches the earth at the North and South Poles. Polar regions remain cold even when they receive 24 hours of sunshine. The ice cover reflects much of the radiant energy and the rays strike at such a low angle that little heat is retained. The areas between the polar regions and the tropic zone are called temperate zones. ALTITUDE AND AZIMUTH Altitude and azimuth are used to describe the sun's position in the sky. Altitude is the angle between the sun and the horizon. The azimuth is the angle between a projected horizontal line from the observer to the sun and a line pointing due south. The total solar energy received by the earth is called insolation. The factors that affect insolation are: latitude, time of day, time of year, cloud cover, atmospheric turbidity, elevation, obstructions and the orientation of the earth's surface. In general two things determine the insolation: actual depletion of the incoming solar energy and the angle at which the solar energy strikes the earth's surface. A solar beam of 1 square meter with an angle of incidence of 0 degrees distributes its solar energy over an area of 1 square meter. As the angle of incidence increases, the solar energy is spread over a larger area. This means that the higher the sun, the more perpendicular to the earth's surface and the more solar energy received per unit area of surface SOLAR COLLECTORS Heating with solar energy is not as easy as you might think. Capturing sunlight and putting it to work is difficult because the solar energy that reaches the earth is spread out over a large area. The amount of solar energy an area receives depends on the time of day, the season of the year, the cloudiness of the sky, and how close you are to the earth's equator. 157 A solar collector is one way to capture sunlight and change it into usable heat energy. A closed car on a sunny day is like a solar collector. As sunlight passes through the car's windows, it is absorbed by the seat covers, walls, and floor of the car. The absorbed energy changes into heat. The car's windows let radiant energy in, but they don't let all the heat out. PASSIVE vs. ACTIVE SOLAR HEATING Space heating means heating the space inside a building. Today, many homes use solar energy for space heating. (A passive solar heating system is one which relies largely on the natural flow of heat to collect and store heat from the sun‘s rays. It does not have pumps, fans or other devices to help in this process. Simply put, a passive solar system is a building or a device that traps solar energy for use. A passive solar home is designed to let in as much sunlight as possible. It is like a big solar collector. Sunlight passes through the windows and heats the walls and floor inside the house. The light can get in, but the heat is trapped inside. A passive solar home does not depend on mechanical equipment, such as pumps and blowers, to heat the house. An acti ve solar home, on the other hand, uses special equipment to collect sunlight. An acti ve solar house may use special collectors that look like boxes covered with glass. These collectors are mounted on the rooftop facing south to take advantage of the winter sun. Dark-colored metal plates inside the boxes absorb sunlight and change it into heat. (Black absorbs sunlight better than any other color.) Air or water flows through the collector and is warmed by the heat. The warm air or water is distributed to the rest of the house, just as it would be with an ordinary furnace system. SOLAR WATER HEATING Solar energy can be used to heat water. Heating water for bathing, dishwashing, and clothes washing is the second biggest home energy cost. A solar water heater works a lot like solar space heating. In our hemisphere, a solar collector is mounted on the south side of a roof where it can capture sunlight. The sunlight heats water and stores it in a tank. The hot water is piped to faucets throughout a house, just as it would be with an ordinary water heater. Today, more than 1.5 million homes in the United States use solar water heaters. SOLAR ELECTRICITY Solar energy can also be used to produce electricity. Two ways to make electricity from solar energy are photovoltaics and solar thermal systems. Photovoltaic comes from the words photo meaning light and volt, a measurement of electricity. Photovoltaic cells are also called PV cells or solar cells for short. You are probably familiar with photovoltaic cells. Sola r- 158 powered toys, calculators, and roadside telephone call boxes all use solar cells to convert sunlight into electricity. Solar cells are made of two thin pieces of silicon, the substance that makes up sand and the second most common substance on earth. One piece of silicon has a small amount of boron added to it, which gives it a tendency to attract electrons. It is called the p-layer because of its positive tendency. The other piece of silicon has a small amount of phosphorous added to it, giving it an excess of free electrons. This is called the n-layer because it has a tendency to give up electrons, a negative tendency. When the two pieces of silicon are placed together, some electrons from the n-layer flow to the p- layer and an electric field forms between the layers. The p-layer now has a negative charge and the n- layer has a positive charge. When the PV cell is placed in the sun, the radiant energy energizes the free electrons. If a circuit is made connecting the layers, electrons flow from the n-layer through the wire to the p-layer. The PV cell is producing electricity-the flow of electrons. If a load such as a lightbulb is placed along the wire, the electricity will do work as it flows. The conversion of sunlight into electricity takes place sile ntly and instantly. There are no mechanical parts to wear out. Compared to other ways of producing electricity, PV systems are expensive. It costs 10-20 cents a kilowatt-hour to produce electricity from solar cells. On average, people pay about eight cents a kilowatt-hour for electricity from a power company using fuels like coal, uranium or hydropower. Today, PV systems are mainly used to generate electricity in areas that are a long way from electric power lines. SOLAR GREENHOUSES Solar greenhouse development started in Canada in the early 1970s. Solar greenhouses are designed to maximize the usefulness of solar energy. There are thousands of solar greenhouses in the United States. Some of the advantages that may be enjoyed because of solar greenhouses are fresh fruits and vegetables year-round, foods free from chemicals, and new hobby opportunities. Another important advantage of solar greenhouses is that they can be attached to houses, providing substantial heat, a warm, bright room, and humidity to make the houses more comfortable. A solar greenhouse must have glazing, heat storage materials, and insulation. The glazing in a solar greenhouse is the transparent or translucent window-like material that allows sunlight to enter and keeps heat from escaping. Most of the glazing is on the south side of the greenhouse where it will collect more 159 energy during the day than it loses at night. Double glazing reduces heat loss day and night. Materials that can be used for glazing include glass, acrylics, and fiberglass. Heat storage material in the greenhouse absorbs solar energy in the daytime and then releases the stored heat at night when the greenhouse cools off. Cement, earth, bricks, stone, or large containers of water maybe used as storage materials. Very dark colors are used because they absorb heat best. If heat storage materials were not used, the air temperature could get up to 140 degrees (F) on a very hot, sunny day, and the night temperatures could get quite cold. This is, of course, not comfortable or desirable for people or plants. Massive heat storage materials tend to stabilize the temperature, improving both the comfort of the greenhouse for people and the productivity of plants. Insulation is another key factor in the efficiency of solar greenhouses. They should be well-insulated to prevent as much heat loss as possible. CONCENTRATED SOLAR POWER Like solar cells, concentrated solar power systems use solar energy to make electricity. Since the solar radiation that reaches the earth is so spread out and diluted, it must be concentrated to produce the high temperatures required to generate electricity. There are three types of technologies that use mirrors or other reflecting surfaces to concentrate the sun's energy up to 5,000 times its no rmal intensity. Parabolic Troughs use long reflecting troughs that focus the sunlight onto a pipe located at the focal line. A fluid circulating inside the pipe collects the energy and transfers it to a heat exchanger, which produces steam to drive a conventional turbine. The world's largest parabolic trough is located in the Mojave Desert in California. This plant has a total generating capacity of 354 megawatts, one -third the size of a large nuclear power plant. Solar Power Towers use a large field of rotating mirrors to track the sun and focus the sunlight onto a heatreceiving panel on top of a tall tower. The fluid in the panel collects the heat and either uses it to generate electricity or stores it for later use. Dish/Engine Systems are like satellite dishes that concentrate sunlight rather than signals, with a heat engine located at the focal point to generate electricity. These generators are small mobile units that can be operated individually or in clusters, in urban and remote locations. Concentrated solar power (CSP) technologies require a continuous supply of strong sunlight, like that found in hot dry 160 regions such as deserts. Developing countries with increasing electricity demand will probably be the first to use CSP technologies on a large scale. Solar energy has great potential for the future. Solar energy is free and its supplies are unlimited. It does not pollute or otherwise damage the environment. It cannot be controlled by anyone nation or industry. If we can improve the technology to harness the sun's enormous power, we may never face energy shortages again. From Intermediate Energy Infobook, National Energy Education Development Project (NEED) at http://www.need.org/needpdf/WINDIntermediate.pdf. The NEED Project also has a Membership kit available, valued at $35, which contains fact books, activity ideas, competition opportunities and games that reinforce learning. The Membership kit is available for $35.00 from NEED (www.need.org) or at a reduced rate of $5.00 by contacting the Tennessee Energy Education Network, 1-800-342-1340 or www.tnenergy.com From The Energy Sourcebook/ Elementary Level. This Sourcebook, which covers many energy-related topics, is available in pdf format on a FREE CD-ROM from the Tennessee Valley Authority. The CD-ROM is available in three levels – Elementary, Junior High and High School. To request a free copy of the CD-ROMs, contact Catherine Mackey,TVA, Phone: 865-632-2101 Ext. 4077 Email: csmackey@tva.gov or go to the TVA web site http://www.tvakids.com/teachers/resources.htm to download a pdf version. From the energist newspaper, National Energy Foundation. 1986. “Getting To Know Renewable Energy Sources” 161 CORRELATION WITH TENNESSEE STATE SCIENCE ACCOMPLISHMENTS K.14.1 Realize that the sun is the main source of earth’s heat and light energy. 1.14.1 a Describe the effect of the sun’s energy on different materials. 2.14.1 Realize that the sun is the main source of earth’s heat and light energy. 3.14.1 Realize that the sun is the main source of earth’s heat and light energy. CONTACTING US This e-newsletter is brought to you by the Tennessee Energy Education Network, William R. Snodgrass Building/ TN Tow er, 312 8th Avenue North, 9th floor, Nashville, TN 37243-0405, Phone: 1-800-342-1340 or 615-674-2994 Web: http://www.tnenergy.com/ TO CONTACT US We‘d love to hear from you. You can email us at allen_ac@roanestate.edu or call us at 1-800-342-1340. TO SUBSCRIBE: Send a message to allen_ac@roanestate.edu or call 1-800-342-1340 TO UNSUBSCRIBE: We value your priv acy. If you feel you have received this email in error and would like to unsubscribe, just send an email to allen_ac@roanestate.edu stating such and we will take you off our list. You can also call 1-800-342-1340. We apologize for any inconvenience. Tennessee Energy Education Network William R. Snodgrass Building/ TN Tow er 312 8th Avenue North, 9th floor, Nashville TN 37243-0405 1-800-342-1340 or 615-674-2994 Eastern TN Representative Anne Allen 132 Hayfield Road Knoxville, TN 37922 865-531-8051 alle_ac@roanestate.edu Western TN Representative: Ramona Nelson Low ell Thomas Building, Room 302 A 225 Martin Luther King Dr, Jackson, TN 38301 731-426-0536 Ramona.nelson@state.tn.us 162