🇬🇧 Solar Energy Sensing (micro:bit)Explore the regions of the sun and its vital role in sustaining life on Earth with its vast amount of energy. Learn about harnessing the energy from the sun by building a model of a light-sensing and rotating solar panel. | | | |
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| | Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project. | Assign this lesson as a student resource. Have students read the list then watch the video.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started, and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises. | Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.
As students progress in the lesson, they will reflect on their learning with a group conversation or sketching in a journal in the Reflect section. This process includes assessing their own progress and identifies next steps to improve their project that are meaningful to them as they go into Challenges section. | | | Recognise that the sun is Earth's primary and secondary energy source. | When reading text, students apply vocabulary from Preparation section described in text. For students engage in rich images complementing the text and showing colorful science and engineering infographics and image media illustrating these concepts applying vocabulary terms. They'll see examples of a topics discussed, which gives them insight, especially when students lack access to see these inventions in person.
After reading the text, in a discussion, ask students to describe what the tone and mood of text is. For example, reading as melancholy or as determination. It highlights the stories of innovators, who faced challenges and setbacks, but persevered to make groundbreaking contributions where students can idenfity the tone of the text as informative and appreciative. The mood and tone is written as inspirational, informative, and appreciative. Students can infer that the author intends to inspire readers by showcasing the inventors' perseverance and innovative spirit.
Read and answer questions in Warm-up.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Study the process of harnessing solar energy and weigh its use against fossil fuel use. | Start by discussing the concept of harnessing solar energy. You can ask students if they are familiar with how solar panels work or have seen them on rooftops or in their community. Explain that solar energy is a renewable energy source, and in this section, they will learn about its history, benefits, challenges, and emerging innovations.
- What did you learn about the history of solar energy?
- What are some benefits of using solar energy?
- What challenges does the solar energy industry face?
- Have you heard about any emerging solar innovations mentioned in the text? Which one interests you the most?
This Imagine section can be facilitated as whole-group reading and discussion, or it can be facilitated in small groups or with partners. In particular, images are meant to stimulate discussion and help students think about the concepts in the text. Questions can be used as formative assessments to check for comprehension.
SDGs
For GOAL 7 - AFFORDABLE AND CLEAN ENERGY, after reading how solar panels work, ask what is the photovoltaic effect? Which is when light shines on metal to generate electricity.
Engage students in discussions about the importance of solar energy and its advantages. Examples include:
Advantages
- Environmentally Friendly: Solar power generation produces minimal greenhouse gas emissions, reducing the carbon footprint and helping combat climate change.
- Reduced Electricity Bills: Installing solar panels on residential or commercial properties can lead to significant electricity bill savings, as excess energy can be sold back to the grid or stored for later use.
- Low Operating Costs: Solar panels require minimal maintenance, resulting in low operating costs compared to other forms of energy generation.
- Energy Independence: Solar power provides an opportunity for individuals and communities to become more energy independent, relying less on traditional utility companies.
Disadvantages
- Environmental Impact: The manufacturing and disposal of solar panels can have environmental consequences, including the use of rare materials and energy-intensive production processes.
- Geographic Limitations: Solar power is most effective in regions with high levels of sunlight, limiting its potential in areas with frequent cloud cover or extreme latitudes.
| | | Create a light measuring device whilst moving a servo. | Students work on the instructions to build together in groups of 2-3.
Curriculum for Excellence
For TCH 2-06A - TECHNOLOGIES, TCH 2-07A - TECHNOLOGIES, TCH 2-09A - TECHNOLOGIES, TCH 2-10A - TECHNOLOGIES, TCH 2-12A - TECHNOLOGIES this purpose is to evaluate students' ability to analyze the impact of lifestyle choices on the environment, suggest sustainable living practices, propose technology-driven solutions for sustainability, apply design and engineering skills to solve problems, and recognize suitable materials for tasks. Provide students with examples of technological solutions that promote sustainability, such as renewable energy systems, waste reduction technologies, or eco-friendly transportation. Assign a design challenge and ask students to discuss which materials would be most suitable for each task, considering their properties. Assess their ability to recognize material properties and make informed decisions about material selection. Ask students to analyze sustainable living practices or lifestyle changes to minimize the environmental impact. | | | Create a slow-moving panel that changes its angle to follow the sun's position as the micro:bit reads sunlight. | Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance.
Curriculum for Excellence
For TCH 2-06A - TECHNOLOGIES, TCH 2-07A - TECHNOLOGIES, TCH 2-09A - TECHNOLOGIES, TCH 2-10A - TECHNOLOGIES, TCH 2-12A - TECHNOLOGIES this purpose is to evaluate students' ability to analyze the impact of lifestyle choices on the environment, suggest sustainable living practices, propose technology-driven solutions for sustainability, apply design and engineering skills to solve problems, and recognize suitable materials for tasks. Provide students with examples of technological solutions that promote sustainability, such as renewable energy systems, waste reduction technologies, or eco-friendly transportation. Assign a design challenge and ask students to discuss which materials would be most suitable for each task, considering their properties. Assess their ability to recognize material properties and make informed decisions about material selection. Ask students to analyze sustainable living practices or lifestyle changes to minimize the environmental impact. | | | Reflect on the projects, understanding of solar energy, and its conversion to usable energy. | As students progressed throughout this the lesson, they reflect on their learning with the following questions which can be discussed all together as a class or within each group. You can use the Student Journal asset as a helpful resource to capture ideas and process on the computer or printed ahead of time and distributed. This process includes assessing their own progress and identifies next steps to improve their project as progress into the next section Challenges. | | | Expand and combine solar panel designs into larger, more complex configurations and make new solar and light-related designs. | Have students decide and research their chosen topic to gain a deeper understanding on a topic of interest related to the lesson. They can research online or choose one from the provided list of topics. After they engage the research phase and once students have a good grasp of their chosen topic, pick a challenge card at the end of section. The challenges are based on real-world problems. Guide students to think of potential solutions to incorporate into their prototype previously built. This may involve making design modifications or adding new features to address the challenge.
When approaching the Challenges section, this is an opportunity for groups collectively to research a topic of interest in searching on their own or start from a list of student-friendly resources online. When exploring a topic of interest, student groups will apply this knowledge to extend their projects. Student groups can work with little guidance as they engage the card randomizer and pick a challenge to continuously iterate on their project model design. There are open-ended ideas to further improve on the watermill model to continue the design process. |
SDGs | |
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Goal 7
Ensure access to affordable, reliable, sustainable and modern energy for all. | Understand the disparities in energy access and its impact on communities. Begin with a reflective activity where students share their understanding of energy sources and their availability in different parts of the world. Encourage brainstorming of actions students can take to promote clean energy adoption, such as raising awareness, advocating for policy changes, or participating in energy-saving initiatives. |
Curriculum for Excellence | |
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SOC 2-07a
I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. | | SOC 2-08a
I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way. | | SOC 2-08b
I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. | | SCN 2-04a
By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy. | Demonstrates understanding of the law of conservation of energy (energy can be converted from one form to another but cannot be created or destroyed). Identifies the common types of energy (kinetic, potential, electrical, chemical, light, sound and heat) used in energy transfers and transformations that occur in everyday appliances. Explains that when energy transfers and transformations take place, energy is converted into ‘useful’ and ‘wasted’ energy, for example a mechanical braking system transforms kinetic energy into heat energy which is dissipated to the atmosphere as ‘waste’ heat | TCH 2-02b
I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. | | TCH 2-06a
I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. | Explains how and why it is important to conserve energy. Discusses the advantages and disadvantages of how technologies impact on the environment for example, renewable energy technologies. | TCH 2-07a
I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. | Discusses the advantages and disadvantages of how technologies impact on the environment for example, renewable energy technologies. | TCH 2-09a
I can extend and enhance my design skills to solve problems and can construct models. | Uses tools and equipment in order to carry out a task safely. Uses a range of methods to join and strengthen materials. Estimates and then measures accurately using appropriate units and tools. Creates a range of ideas and chooses a suitable solution. Evaluate solutions and explain why they are or are not suitable | TCH 2-10a
I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. | Recognises characteristics of groups of materials such as wood, plastic and metal. Selects suitable materials to use in a task. Discuss the uses of materials. | TCH 2-12a
I can extend my knowledge and understanding of engineering disciplines to create solution. | Understands the difference between different engineering disciplines. Understands different energy types. Builds/simulates solutions to engineering problems. | TCH 2-13a
I understand the operation of a process and its outcome. I can structure related items of information. | Compares activities consisting of a single sequence of steps with those consisting of multiple parallel steps, for example, making tomato sauce and cooking pasta to be served at the same time. Identifies algorithms/instructions that include repeated groups of instructions a fixed number of times and/or loops until a condition is met. Identifies when a process is not predictable because it has a random element, for example, a board game which uses dice. Uses a recognised set of instructions/ an algorithm to sort real worlds objects for example, books in a library or trading cards. | TCH 2-14a
I can explain core programming language concepts in appropriate technical language. | Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language. Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance change as the program runs through each instruction. Explains and predicts how parallel activities interact | TCH 2-14b
I understand how information is stored and how key components of computing technology connect and interact through networks. | Demonstrates an understanding that all computer data is represented in binary for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them. Demonstrates an understanding of how networks are connected and used to communicate and share information, for example the internet. | TCH 2-15a
I understand the operation of a process and its outcome. I can structure related items of information. | Creates programs in a visual programming language including variables and conditional repetition. Identifies patterns in problem solving and reuses aspects of previous solutions appropriately for example, reuse code for a timer, score counter or controlling arrow keys. Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them. |
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