| Project Plan
Goals
The purpose of the Solar Sprint was to enrich and extend a unit on electricity.
After students complete their unit on electricity, they apply their
knowledge in the design, building, testing, and racing a solar car.
Race teams are formed so that students work cooperatively in the process.
To challenge students toward multivariate analysis, a
ratio was administered making the winner of the solar sprint not the
fastest, but the most efficient. The project allows for an integration
of not only math, but also social studies. The automotive industry in
Michigan along with alternative transportation means are examined.
Your unique approach
The Solar Sprint is unique because it provides students with (1) a realistic
application of science, (2) a realistic application of math skills,
(3) an opportunity to integrate science and social studies, (4) an opportunity
to use technology, (5) a simulation of science process and engineering
process skills, and (6) an opportunity to interact with science and
engineering role models in the following ways:
- Students take their knowledge of electricity, energy transfer, resistance
and circuits and apply this in designing a solar car using a solar
panel, motor, capacitor and Legos. Not only does this allow for review,
but it provides for a realistic application of this knowledge. Since
the materials are simple, there is a high degree of student success
and engagement.
- As the activity progresses, students are asked to measure, weigh
and time their designs. This allows for the application not only of
measuring and data gathering skills, but also time and rate formulas.
The application of an efficiency ratio challenges students to apply
multiplication and division knowledge.
- As students begin the testing of their model solar cars, they have
developed predictions and hypotheses. Their data leads them to conclusions.
The application of an efficiency ratio challenges them to consider
weight, design factors, gear reaction, friction and angles of the
solar panel.
- While students are are involved in the Solar Sprint, this allows
the teachers to relate their activities to the automotive industry
and alternative energy resources in their study of the Michigan economy.
This also allows for application of such economic terms as manufacturing,
cost-benefit analysis and careers.
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- As the testing phase continues, students use various technology
to gather their data: digital scales, solar panels, capacitors, stop
watches and tape measures. Design, testing, predictions, data gathering,
predictions, forming conclusions, and redesign and testing give students
an experience with scientific and engineering processes.
- When the day arrives to race the solar cars, students also have
an opportunity to view and discuss with engineers exhibits of a Ford
hybrid car, the University of Michigan Solar Race Car, and a Segway.
Relevance
The Solar Sprint not only provides a realistic application of science
and math skills, but challenges students to complete a project simulating
an engineering process. When completed, they are introduced to actual
engineering students, careers and real products that have addressed
similar transportation problems.
Measurement
When first introduced, student achievement was compared on an electricity
unit test between a control group and treatment group. Not only was
science achievement higher, but surveys of self-efficacy were also higher.
Observations of teachers not only indicate high levels of motivation,
but also observations of higher levels of cognition, cooperation, and
use of scientific terms (see article, èThe Use of Ratios for Multivariate
Analysisî). MEAP science scores show increasing trend to last yearçs
97% proficient, but of more importance is that due to engineering role
models and 100% engagement in this activity the gender gap in achievement
is 0%.
Challenges
When the project began there was only enough money from the building
activity funds to purchase a couple of solar panels and use existing
Legos materials. There was a gender disparity in science achievement.
However, these were overcome through grants and local resources. Grants
were successfully applied for with the American Toshiba Foundation and
the Exxon/Mobil Education Foundation. Local resources int terms of role
models, included the American Association of University Women, Society
of Women Engineers (University of Michigan) and the Society of Automotive
Engineersç èWorld in Motionî program. Exhibits were obtained from the
Convergence Foundation, and the University of Michigan Solar Race Team.
Funds and resources obtained enabled this project to go from one classroom
to all fourth-grade students. |
