Welcome to our 14th Annual Cape & Islands

Junior Solar Sprint Teachers’ Professional Workshop!

MARCH 2015

About the Junior Solar Sprint…

Began in 1990 as a single race, JSS now spans more than 83 host sites in 26 states, involving more than 100,000 students and 15,000 teachers.Classroom based, hands-on educational program for 4th, 5th, 6th, 7th, and 8th grade students.JSS students apply physical sciences, technology/engineering, modern history and creativity to construct model solar-powered cars and race them!

2015 will mark the Cape & Islands 14th annual Junior Solar Sprint.The Cape program has changed each year - our 2014 Sprint involved about 2 schools, with 6 teams. We’d like to grow this year!

JSS on the Cape

2015 also brings new partners…we are very excited and grateful to be working with the Cape Cod Regional STEM Network and a big thank you to Jill for procuring the panels

JSS on the Cape

WHY teach the Junior Solar Sprint?

The JSS program generates enthusiasm for science and engineering at a crucial stage in the educational development of young peopleImprove students’ understanding of scientific concepts and renewable energy technologiesGives YOU a chance to cover the Massachusetts science and technology/engineering Curriculum Framework for 4th, 5th, 6th 7th and 8th grades in an affective and exciting way - and strong emphasis is placed on the Engineering Design ProcessStudents have the chance to compete in regional and national Junior Solar Sprint racesLong term projects provide opportunity for repeated topic reinforcement and tie together all aspects of the curriculum while maintaining student interest

Solar power is a form ofRenewable Energy

Renewable energy is clean, safe, and reliable.

While we can run out of fossil fuels, we will never run out of energy from

the sun!

Bring students togetherWorking in groups helps promote teamwork.“I will say that the Solar Sprint program is truly a differentiated learning experience open to all students who possess the energy and intellectual curiosity to engineer a working piece of technology. We have children working together who would not have met and become friends without this venue.” – Sandra Locke, STEM Coach, DY

Teach!

Guiding principle VII:

Assessment in science and

technology/engineering serves to inform student learning,

guide instruction, and evaluate student

process.

Learn Teamwork!

Guiding principle VIII:

An effective program in science and technology/engineering

gives students opportunities to collaborate in scientific and technological endeavors and

communicate their ideas.

Race!

Have Fun!

Race day

Let’s Build a Solar Powered Car!

Steps of the Engineering Design Process:

 

Identify the Need or Problem

Research the Need or Problem

Develop Possible

Solution(s)

Select the Best Possible Solution(s)

Construct a Prototype

Test and Evaluate the Solution(s)

Communicate the

Solution(s)

Redesign

1

2

3

4

5

6

7

8

Building the CHASSISthe framework of your car

The material challenge. The chassis needs to be STIFF, STRONG, but also relatively lightweight.

Chassis Structure Investigation

The dowels or sticks represent your axles and wheels and they allow the materials to flex and bend much as real wheels and axles do with the chassis of the car. The differences in the loads that a miniature car frame can carry with materials of different strength and shape are demonstrated here. Use this type of test to evaluate the materials you are considering in the design of your car.

By Chimacum School District No. 49 Junior Solar Sprint

Car Body

The Junior Solar Sprint was designed to challenge students to consider the cars functionality as well.

The vehicle must be designed with a compartment to carry a payload of 1 empty 12 oz. aluminum soda can. The can may not be part of the vehicle’s structure, and must be easily and rapidly removed or reinserted.

Creative chassis designs from years past!

Visit http://www.icsd.k12.ny.us/dewitt/teched/sample.htmlto see more!

Learning Standards

Given a design task identify appropriate materials (tech/eng 1.1)Differentiate between weight and mass (physical science 1) Explain how such design features as size, weight, function, and cost limitations would affect the construction of a given prototype (tech/eng 2.5)

CONSTRUCT CHASSISand carrying compartment for soda can.

Car must not exceed size limitations of 30 cm. (12 in.) wide by 60 cm. (24 in.) long by 30 cm. (12 in.) high.

Carrying compartment for soda can must be at least 5.4 in x 3 in x 3 in.

Now is also a good time to attach the car’s guidance system (see rules and regulations).

Choosing your WHEELS

Observations: Where things are rubbing together makes a difference. Much like a lever, the farther from the center (pivot) a force is, the more effect it has. It is easier to stop spinning objects by grabbing the outside edge than a point near the middle. Therefore, a friction force far from the center slows a spinning object (such as a wheel) more quickly than the same force close to the center.

By Chimacum School District No. 49 Junior Solar Sprint

Friction Investigation

By Chimacum School District No. 49 Junior Solar Sprint

Friction Investigation 2

To choose the best materials for axles and bearings find samples of the different materials you may want to use and test the friction between them.

Observations: The lower the friction, the sooner the object will start to slide and the smaller the angle will be. One interesting feature of this investigation is that the weight of the object is not important. A steel paper clip will start sliding at the same angle as a heavy steel object. Picking two materials that "run" well together will mean that less power will be used to overcome the friction and more will go towards driving the car.

Learning Standards

Explain how the motion of an object can be described by its position, direction of motion, and speed (physical science 11)Explain basic processes in manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, quality control, and safety (tech/eng 4.4)Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa (physical science 13)

Construct Wheel/Axle system

Things to think about…

-bearings-friction-wheel alignment

Exploring your car’s Transmission

Observations:

Each rotation of the front sprocket will make the back wheel rotate once in Combo 1, twice in Combo 2, and four times in Combo 3. So, combination 3 will go the fastest. (These sprocket combinations can also be called "gear ratios", because the new speed is calculated as the ratio of the driven (front) sprocket over the driven (back) sprocket.)

Transmission Investigation

Observations:Drive belts are a form of pulley system that can be used to turn wheels. Observe the diameters of the spools and see if there is a correlation between the diameters and the number of terms ratios. Be sure and note in your data if you twist the rubber band so you can make proper deductions about direction. Compare spool combinations at different distances apart also.

By Chimacum School District No. 49 Junior Solar Sprint

A look at transmission systems from past years..

Learning Standards

Identify and explain appropriate measuring tools, hand tools, and power tools, used to hold, lift, carry, fasten, and separate (tech/eng 1.2)Identify and explain the safe and proper use of measuring tools, hand tools, and machines needed to construct a prototype of an engineering design (tech/eng 1.3)Identify and explain lift, drag friction, thrust, and gravity in a vehicle or device (tech/eng 6.4)

Build and connect transmission system and motor

THE SOLAR PANELpowering up your solar car

Solar Investigation

Observations:The angle of the sun is different at different times of the day and affects the power to your motor. Weather conditions also affect the power available. Make deductions based on your results, when the race will be held and your strategy in the design of your car.

By Chimacum School District No. 49 Junior Solar Sprint

Capturing the SUNGOAL is to maximize direct rays of sunlight hitting the car’s solar panel.HOW can this be accomplished?

Creative solar collecting designs from past years!

Learning StandardsExplain and give examples of the impacts of interchangeable parts (tech/eng4.2) Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature difference among water, land, and atmosphere (earth science 4)Identify and explain the steps of the engineering process (tech/eng 2.1)Demonstrate methods of representing solutions to a design problem, e.g. sketches etc. (tech/eng 2.2)

AFFIX your solar panel to your car

You should now have your very own Junior Solar Sprint car!

Take it outside (or turn on your solar simulator lamp) to see how it runs!As in many cases, you may have run into some problems in the building process. Fine-tuning your design is always a good idea after initial test-runs.

LOOK at this car…

Q: What problems do you see with this car? Potential problems (weaknesses where it might fall apart…friction…etc)?Q: How can those problems be fixed?Q: What are some of the car’s positive features?Q: Where do you see opportunity for improvement?

This was a first attempt of many…as you will find with students, it takes dedication and patience to develop a winning car!

Reflections…

What are some potential problems students might run into?

Don’t let students become discouraged! Help them work together on problem solving and troubleshooting!

Building a solar power car is a detailed process, students will need to keep up with it.

Summary

Junior Solar Sprint is:

Useful for teaching the Massachusetts Department of Education Framework.Affordable enough for your classroom.A great way to promote teamwork.And most of all FUN!