2017

The Solar Energy Cook-Off is a solar cooker competition sponsored by The IMAG History & Science Center and the Department of Environmental Protection for students grades K-12. Students working in teams of two to five students, design and build solar cookers that are demonstrated at the 6th Annual Solar Energy Cook-Off on December 2nd, 2017 at the IMAG.

AtAt the Solar Cook-Off, teams demonstrate the performance of their solar cookers by heating and original dish of food created for the competition. Three awards are given in each division for 1st, 2nd, 3rd Overall (Cookery & Design), with an additional “WOW” Award also given in each division.

6th Annual Event in Collaboration with the

SATURDAY, DECEMBER 2nd, 2017

Additional Resources and activities can be found on the FSEC website:

www.fsec.ucf.edu

Register at chamberswfl.com/stemFor additional questions please contact:

Grisel Brewter -The IMAG History & Science Center

grisel@theIMAG.org

Martha Avila - Florida Department of Environmental Potection

martha.avila@dep.state.fl.us

Competition RulesThe Solar Energy Cook-Off is a two part competition encompassing design of a functional solar cooker and the creation of a dish cooked in the same cooker. This competition was developed to provide a real world solar thermal challenge for elementary, middle, and high school students.

Competition Structure Each team of 2-5 students is responsible for designing and building a fully operational solar cooking device and then cooking a dish of their choice with their device. The challenge is to design an effective solar cooker and to pair the operational capability of the cooker to the type of food cooked.

Eligibility Requirements Each competing teams consists of 2-5 students in grades K through 12. The competition is divided into three divisions: elementary (grades K-5), middle school (grades 6-8), and high school (grades 9-12).

Construction Requirements 1. Teams may design and build any style of cooker (i.e.box, panel, parabolic, etc.). 2. Teams may use any non-toxic materials they wish to build their solar cooking device. 3. Only students are allowed to build their cooker – this is not a parent project. However, for safety reasons, teams may have assistance with power tools, and may buy pre-cut parts such as glass or plexiglass. Adults are encouraged to monitor the use of tools. 4. The solar cooker is to be powered exclusively by the sun using solar thermal energy to heat the food. No additional power sources are permitted for heating food. For example, photovoltaic powered hotplates are not allowed. 5. All cookers must be large enough to cook at least (4) servings of the food to be judged. 6. All teams must complete one copy of the cooker Design Lab Manual; it is to be posted at the table on the day of the competition. 7.Teams are expected to discuss their cooker design with a panel of judges, as well as be able to explain how solar cookers work. 8. Extra design points will be given for unusual designs and creative use of materials such as recycled items.

Cooking Requirements 1. Teams prepare a recipe of their choosing and heat it using their cooking device. 2. The food cooked must be paired to the operational capability of the team’s cooker, such as heat attainable, type of cooking (baking, frying), size of cooker, etc. Since the weather on the day of the competition is unknown and can vary, teams may want to plan for different types of cooking conditions. For the safety of our judges, please be sure all meat is cooked to safety standards and tested with a thermom-eter. 3. Teams may use any kind of non-toxic cooking vessel or container. 4. Non-cooked items may be added as garnish to a dish after it has been in the cooker. However, this garnish must be specified in the print-ed recipe. 5. Recipe ingredients may not be added or subtracted the day of the event from those specified in the printed recipe given to judges. 6. The team must cook at least four servings of their dish to be judged. Teams may, if they wish, cook additional servings for the public to sample after the official judging. 7. The team’s food will be judged on taste, appearance, creativity, complexity of recipe, and general appeal. 8. The team’s recipe(s) must be printed out and at least (3) copies provided for judging. These copies must be turned in at registration. If the team wishes, additional copies may be made available for the general public. 9. Teams must be able to discuss the cooking of their recipe with a panel of judges, as well as be able to explain why they chose this partic-ular recipe.

Competition Day At the competition, each team will have a ‘booth’ space in which to cook their food, discuss their cooker with the judges and present to the general public. Each team is responsible for removing their cooker and any associated cooking debris from the premises once the competi-tion is complete.

The teams are judged in two separate categories – design and cookery.

Judging Criteria – Design: • Design Decisions – How well does the team understand solar cooking and solar thermal design? How well thought out are their design

decisions? Was careful attention paid to parts selection and integration? • Construction Technique – How well did the students construct their design? • Function – How well does the design function as a cooking apparatus? • Creativity – How innovative is the design? How creative is the use of materials? Is the design/project presented in a creative way? • Durability – How well does the design stand up to human handling and variable weather conditions such as humidity?

Judging Criteria – Cookery: • Suitability – Does the prepared recipe fit the capabilities of the cooker design? Was the team able to prepare it easily? Did the team

finish cooking in a timely manner? • Appeal – How appealing is the prepared dish in appearance and taste? • Difficulty – Was the recipe too easy (i.e. a simple heat & serve)? • Nutrition – How nutritious is the recipe? Does the recipe use a variety of ingredients?

Solar Cook-Off Awards The awards will be as follows for each division: 1st, 2nd and 3rd Place – Overall (Cookery & Design) WOW Award

Know Before You Go

The gate will open at 8:30 AM.

Cars will not be able to drive into the competition area. There will be a loading area near the fence to drop off any heavy items to walk into the event.

Upon Arrival, check-in at the Registration table to receive your team number and plot number.

There will be no equipment provided; each team is responsible for bringing their own table, chairs, cooking uten-sils etc.

Each team will receive a plot card, which needs to be clearly displayed in your booth area. Lab Manuals must be accessible to all judges.

Orientation will begin at 9:45 AM.

At 10:00 AM all teams may begin cooking. At registration you will know what time your team will be judged. Pay close attention to when your team’s dish is to be judged in order to determine proper cooking times.

Cooking must be completed by 12:00 PM and teams will have to keep their food warm until their judging time.

Water and a dish washing tub are available for your use as needed near the registration area. Please keep the cleaning area and your competition table and area clean and free of food debris. Discard food scraps in the desig-nated receptacles near the cleaning area and throughout the grounds.

Design judging will take place between 10:00 AM - 12:30 PM. Teams should be prepared to answer questions when design judges stop by to look at your ovens. At least one member of your team must be in your plot to answer questions at all times.

Culinary judging will begin at 12:30 PM and can last up until 2:00 PM, depending on how many teams are being judged. You will receive your judging time during registration. Please have 3 copies of your recipe cards for the judges.

When you are ready to plate your food, please come up to the registration table to pick up your plates. ONLY use the plates provided by us. Judges will have their own utensils including fork, spoon, and knife.

Awards will be presented once all the teams have been judged and scores are tallied up. Teams must be present in order to accept their prize.

There will be 2 blind challenges that will give your team the opportunity to acquire more points that will be add-ed to your total score. Each time has the opportunity to send 2 students to attempt each blind challenge while the remaining teammates stay behind with their cookers.

Students will have free admission into the IMAG. Each student will also receive a chaperone wristband. An adult must accompany all students in order to enter the IMAG.

Food trucks will be available to purchase food and drinks.

Solar Cooker Design Lab ManualTeam Name:_____________School:__________________Grade:__________________1.Determine the tasks that need to be accomplished in the construction of your cooker. Assign tasks (and job titles) among your group. List everyone’s contribution below:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Diagram and label your solar cooker:

TEAMS MUST HAVE A COPY PRESENT AT THEIR COOKING

AREA FOR JUDGES TO REVIEW.

3. List below all your construciton materials and the costs. Use additional pages if necessary.

Materials Amount Cost (each) Total Cost

4. List the construction directions for your cooker below. These should be complete enough the some-one who did not see your cooker would be able to construct one.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Create the cover artwork for your cooker design and construction pamphlet. Include your company name, company logo, and team member names.

6. Explain what previous soalr cooking experiences influenced you in developing your oven design.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What constructing materials did you use as absorbers or emitters, conductors or insulators of the infrared waves from the Sun?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What issues or tasks challenged the group?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. What went well during the design and building of your cooker?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Team Recipe FormSubmit 3 copies of each recipe- use additional pages if needed.

Submitted by (Team name): _________________________________________________________

School Name: ____________________________________________________________________

Name of Recipe:__________________________________________________________________

Approximate Cooking Time:_______________ Type of Cooker:_____________________________

Source of Recipe:__________________________________________________________________

Ingredients (list amount of each- for example: 1/2 cup of chopped onion): Use additonal pages if needed.

____________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________

Detailed Instructions for Cooking:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List any ingredients that were cooked before arriving at the competition:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Solar Cooker Designs

There are a wide variety of solar cooker designs, many of them very simple to build frominexpensive, easy-to-obtain materials. Some can be built in as little as an hour for less than$5. Start by choosing a cooker design type based on your requirements. The table below listsstrengths and weaknesses of the most common types, and shows some popular cookers ofeach type.

Selected Cooker Designs

Panel Cookers

Advantages Disadvantages Page

GeneralCharacteristics

• Easy and cheap tomake

• Can be collapsed forstorage or transport

• Lower temperatures• Can’t fry foods• Cooks only 1 - 2 pots

of food

Fun-Panel • Built in about an hourfrom one largecardboard box or fromtwo medium-sizedsheets of cardboard

• Doesn’t require a largeflat sheet of cardboard

• Easy to adjust fordifferent sun angles

• Great cooking power• Very good for winter

cooking in temperateregions

• Not waterproof• Might be difficult to use

in summer southernclimates where sunrises to straightoverhead

• Difficult to use in verywindy conditions

91

Windshield Shade • Fast cooker to make• Waterproof

• Requires reflectivewindshield shadeswhich may be difficultto find

• Needs support• Difficult to use in windy

conditions

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Dual Angle Funnel • Can be scaled up tomake larger cooker

• Can use stakedcooking pots

• Requires large sheetsof flexible material

• Needs to berepositioned frequently

109

Copenhagen SolarCooker Light

• Stores flat• More stable in windy

conditions• Height of sides can be

adjusted

• May be difficult to findsuitable flexiblematerial

113

Reflective Open Box • Uses easily obtainedmirror tiles

• Highly reflective

• Cardboard box designis not waterproof

• Mirrors may shatter

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Parabolic Cookers

Advantages Disadvantages Page

GeneralCharacteristics

• Cook as fast as aconventional electricburner

• Can fry foods

• More expensive thanother models

• May need harder toobtain materials

• Requires periodicrealignment to theSun

• Can’t bake bread• Can damage eyes or

burn hands

DATS • Can be made out ofcardboard orcorrugated plasticboard

• Doesn’t require the potto be in a heatresistant plastic bag

• Must be realigned tothe Sun every 45minutes

• Wind can be aproblem withlightweight materials

• Needs back support toface the sun directly

117

Paracina • Can be made out ofan umbrella andreflective material

• Doesn’t require the potto be in a heatresistant plastic bag

• Pot must sit on focalpoint

• Wind can be aproblem

• Must be realigned tothe Sun every 20minutes

• Needs back support

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Box Cookers

Advantages Disadvantages

GeneralCharacteristics

• Can cook in multiplepots simultaneously

• Can be built frommany differentmaterials

• Can be built any sizeto cook largequantities of food

• Doesn’t have to beturned to follow theSun as often as otherdesigns

• Can’t fry foods• Glass or other

glazing materialrequired

Easy Lid Cooker • Simple to build out offile box

• Materials easy toobtain

• Keeps food moist

• Not waterproof• Difficult to get air tight• Difficult to get lid to

reflect sunlight into thebox

• Walls can shadeinterior if not angledproperly

123

Heaven’s Flame • Larger reflectors trapmore rays

• Can be made invarious sizes

• Can cook in multiplepots

• Reflectors can detachfor storage

• Needs to be proppedup towards the Sun

• Difficult to get air tight

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Florida Solar Energy Center What’s Cooking 3 / Page 1

Key Words:fresnelparabolicreflector

Understanding Solar Energy Teacher Page

What’s Cooking 3

Student Objective

The student:• will design and construct a solar

cooker• will research, analyze and critique

solar cooker designs• will work with a group to develop a

plan, list materials, and delegatetasks

• will demonstrate originality andinventiveness using low cost andrecycled materials

Materials:• photos (or slides) of several different

cookers including some made fromrecycled materials

• materials (either purchased orrecycled) that students can use toconstruct their cookers (i.e. glass,plexiglass, mirror, corrugated plastic,windshield reflectors, foil, mylar‘space’ blankets, sheet cardboard,insulation, etc)

• hand tools (i.e. razor knives andother cutters for various materials)

• glue in various forms• tape - aluminum and clear• black ‘stove’ paint• ruler and tape measure• protractor, t-square• table protection• cutting boards• thermometers, oven thermometers,

digital infrared thermometer (ifavailable)

Time:1 class period for research (could be

homework)1 class period to brainstorm and begin plan1 class periods for construction

Florida Solar Energy Center What’s Cooking 3 / Page 2

Background InformationSolar cookers come in various sizes and shapes. The three most common types of solar

cookers are box cookers, parabolics and panel cookers. Many variations on these basic typesexist. Box cookers - Box cookers are the most common cookers. They cook at moderate temperatures.Advantages:

• can cook in multiple pots simultaneously• can be built from many different materials• can be built any size to cook large quantities of food• doesn’t need to be repositioned as frequently as other designs• keeps food moist

Disadvantages:• can’t fry foods - box cookers bake or slow cook• glass or other glazing is required• walls can shade interior if not angled properly

Parabolic cookers - Parabolic or curved cookers cook fast at high temperatures.Advantages:

• cooks as fast as a conventional electric burner• can fry foods

Disadvantages:• may need materials that are harder to obtain or more expensive• requires periodic realignment to the Sun• can damage eyes

Panel cookers - Panel cookers combine elements of box and parabolic cookers. They cook atmoderate temperatures.Advantages:

• inexpensive to make• may be made collapsible

Disadvantages:• can’t fry foods • some designs do not work well when the Sun is directly overheadSolar cookers can be made from a wide variety of materials–both purchased (wood, sheet

aluminum, flexible sheet plastic, glass, mirror, plexiglass, etc) and recycled (cardboard, mirror,umbrellas, coolers, cds, car windshield shades, etc). Garages (and garage sales) are great sourcesof materials for solar cooker construction. A cooker can easily be made for under $10. inmaterials

Procedure – Cooker Research & Design Planning1. Engage: Lead a classroom discussion on what they have learned so far about solar

cookers.2. Show the students some cooker photos. Include parabolic and panel cookers in the

presentation. Let the students make comments and discuss the designs. Discuss the threemain types of cookers and what distinguishes each type of cooker.

3. Explore: Tell the students they will be researching solar cookers–both commercially

Florida Solar Energy Center What’s Cooking 3 / Page 3

available designs and those that can be handmade, and then making a cooker of their owndesign and testing it. During their research into different cookers they will be evaluatingthe materials, shape and size, ability to reflect, cost and portability of each design. Theycan then use this information to help in constructing their own cooker.

4. Divide the students into groups. Within the groups, each member should research adifferent cooker, however, the groups should research at least one cooker from each of thethree main types.

5. Inform students to use caution and ethics when accessing and viewing web sites to use asresearch sources. Their searches should conform to the standards of scientificinvestigations.

6. Students should complete the Research section of their Laboratory Manuals. Researchcan be conducted during class hours or assigned as homework.

7. On the following day, instruct the students to discuss their findings (advantages anddisadvantages of the different cookers and different building materials) within theirgroup.

8. Based on their research and brainstorming the students will determine a solar cookerdesign that they can construct using low cost and/or available (recycled) materials. Youmay provide some materials or have students create a class-wide list of available itemsthey can purchase, recycle or donate from home.

9. Observe the groups during the planning stage. Remind the students that their goal is tomaintain high standards and produce a quality product. Pass out (or post) the rubric toshow the students the criteria you desire.

10. Encourage students to work out a rough draft before completing drawing their final planin their Laboratory Manuals. Students need to develop a scale for their drawing and labelall measurements. (This should not be a trial and error activity–students need to have aplan!) Assist the students as needed in completing their Laboratory Manuals.

11. Students need to generate a list of all construction materials including amounts and cost. Partial product cost must also be calculated. For example, 2.5 rolls of aluminum foil at$3.99, recycled packing styrofoam peanuts at $0.

12. Students must generate the instructions for constructing their cooker based on thespecifications of their design and materials needed.

13. Have students develop a company name and logo to complete this planning phase of theactivity. Note: Assigning a company cover page for the activity packet will integrate an‘art in science’ concept and showcase your artistically talented students.

Procedure - Construction & Testing Day1. Have an outside area available for students to use for painting, glueing and testing of their

cookers. 2. Assist students as needed during construction of their cookers. 3. If students vary their designs during the construction (or testing) process–and they

probably will–have them note their changes in their Laboratory Manuals.4. As the groups finish their cookers, have them clean up their area then take their cooker

outside to test and modify slightly, if necessary. 5. There are several methods that can be used to test cookers. At your discretion, testing can

Florida Solar Energy Center What’s Cooking 3 / Page 4

be done by the groups individually as they finish their cooker construction, or a classwide criterium can be set up to be done during the following class period. Some tests thatcan be done are:• put a small container with 100 ml of water and a thermometer inside the cooker

and measure the temperature increase in the water during a set amount of time• test the ability of the cooker to boil water. Place a specific amount of water in a

container covered with Saran wrap in the cooker. • test the speed of heating in their cookers by taking temperature readings at

intervals and graphing the results. • cook a specific item (i.e. boil/fry an egg)

6. Explain and Elaborate: After completing the activity, lead a discussion of what designsperformed the best having the groups share their experiences, lessons learned andthoughts for further solar cooker designs.

Evaluation and Student AssessmentUsing the rubric below, assess each student/group performance during the activity. Pointassessment to be determined by instructor.

Exemplary(all skillsmastered)

Average(Most skillsmastered)

Novice(Needs

Improvement)

Team productivity - completed on time in aprofessional manner

Diagram and scale - neat and easy to read

Material list - neat and matches the procedure list

Procedure list - logical with key terms andconcepts included correctly

Analysis is complete, correct, and written usingproper terms and/or concepts

Team’s collaboration and effectiveness inachieving a common goal

Cooker construction - overall appearance and thequality of the work

Related Research1. Have students select various types of foods to cook to see what food type works best in

their solar cooker.2. Enter the best designs in the Solar Energy Cook-off at the Florida Solar Energy Center

Florida Solar Energy Center What’s Cooking 3 / Page 5

held as part of the Energy Whiz Olympics each May.3. Have student’s present and critique each solar oven design, cost, and productivity

(cooking) results.4. Research where each type of design is used the most, and why this type of cooker is

preferred. Do large companies produce these cookers, or are they made by individuals.5. Have groups of students research and report on international solar cooker initiatives.

Examples include: the Barli Development Institute for Rural Women, Federal IntertradeHaiyuan Solar Cooker Project, TNO Solar Socket, Cameroon Sustainability Sun BakeriesProgramme, Solar Liberty Foundation - Empower Haiti Project.

6. Identify a charitable organization that assists with disaster relief and donate the mosteffective cookers, or several that are built specifically for this purpose.

Related Reading• Cooking With the Sun: How to Build and Use Solar Cookers by Beth Halacy & Dan

Halacy (Morning Sun Press, 1992)Cooking With the Sun gives simple directions for solar cookers and solar hot plates alongwith a host of recipes including pizza, chicken and pecan pie.

• Cooking With Sunshine: The Complete Guide to Solar Cuisine with 150 Easy Sun-Cooked Recipes by Lorraine Anerson and Rick Palkovic Whether you’re new to solar cooking or have been doing it for years, Cooking withSunshine is your definitive guide to making a variety of tasty sun-cooked meals. Thebook includes instructions on building and buying cookers, recipes for main dishes,accompaniments and desserts and ideas for special occasions

Internet Siteshttp://www.fsec.ucf.edu/en/education/k-12/energywhiz_olympics/solar_cookoff/index.htm

Florida Solar Energy Center’s annual solar cooking competition, the Solar Energy Cook-off for grades 4 through 12. Includes rules and information on how to enter a team.

http://www.fsec.ucf.edu/en/education/k-12/energywhiz_olympics/solar_cookoff/cookbooks.pdf

Cookbook of winning recipes from the Brighthouse Solar Energy Cook-off at the FloridaSolar Energy Center

http://solarcooking.org/Solar Cooking International, solar cooking archive includes solar cooking plans,documents and a list of resources and manufacturers.

http://www.sunoven.com/Sun Ovens International. Includes solar oven history, recipes, and photos.

Florida Solar Energy Center What’s Cooking 3 / Page 6

Understanding Solar Energy Florida Sunshine Standards

What’s Cooking 3

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

20

Nature of Science

Standard 1 SC.912.N.1. X

Standard 4 SC.912.N.4 X

Physical Science

Standard 10 SC.912.P.10. X X

Mathematics Standards MA.912.A.10.1

Language Arts Standards LA.910.2.2.2, LA.1112.2.2.2, LA910.4.2.1

Science StandardsStandard 2: The Practice of Science• SC.912.N.1.4 - Identify sources of information and assess their reliability according to the

strict standards of scientific investigation.• SC.912.N.4.1 - Explain how scientific knowledge and reasoning provide an empirically

based perspective to inform society’s decision making.Standard 10: Energy• SC.912.P.10.7 - Distinguish between endothermic and exothermic chemical processes.• SC.912.P.10.19 - Explain that all objects emit and absorb electromagnetic radiation and

distinguish between objects that are blackbody radiators and those that are not.

Language Arts StandardsLiterary Analysis - Standard 2: Nonfiction• LA.910.2.2.2 - The student will use information from the text to answer questions or to

state the main ideal or provide relevant details.• LA1112.2.2.2 - The student will use information from the text to answer questions or to

state the main ideal or provide relevant details.

Writing Applications - Standard 2: Informative• LA.910.4.2.1 - The student will write in a variety of informational/expository forms,

including a variety of technical documents• LA.1112.4.2.1 - The student will write in a variety of information/expository forms,

including documents using precise technical and scientific vocabulary.

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Mathematics StandardsAlgebra - Standard 10: Mathematical Reasoning and Problem Solving• MA.912.A.10.1 - Use a variety of problem-solving strategies, such as drawing a diagram,

making a chart, guess-and-check, solving a simpler problem, writing an equation,working backwards, and creating a table.

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Understanding Solar Energy Key Words/Definitions

What’s Cooking 3

fresnel - a thin optical lens consisting of a number of small lenses arranged to make a lightweightlens of large diameter and short focal length

parabolic - the set of all points whose distance from a fixed point, the focus, is equal to itsdistance from a fixed line, the directrix. The algebraic graph of a quadratic equation is aparabola. A satellite dish is an example of a parabola.

reflector - a surface that reflects (bounces) light in a desired direction