Classroom (Group Learning)
February 6, 2025
Comprehensive guide for teaching solar energy fundamentals (Week 1)
This guide provides detailed instructions for implementing the first week of the Solar Solutions program, focusing on essential solar energy concepts and hands-on experimentation. This article is Part 1A of the Solar Solutions series, covering the foundational lessons that prepare students for their solar design projects. The instructions assume minimal prior experience with solar technology while providing additional insights for more experienced teachers.
For program overview, see Sustainable Design: Solar Solutions – Course Overview. For the second part of Week 1-2 activities, see Solar Solutions Part 1B: Design and Planning.
By completing these lessons, students will:
Before starting this unit, ensure you have the following equipment for each group of 3-4 students:
Solar Components:
When selecting equipment: The solar panels should have clear wire markings and sturdy connection points. Avoid panels with bare wire ends or complex connectors. If your budget allows, Sundance Solar’s Educational Solar Panels (model EDU-6) are particularly reliable for classroom use.
For motors, choose ones with clear polarity markings and wire leads rather than terminal connections. The Jaycar Electronics YM2706 or similar works well in classroom settings.
Safety Equipment:
Documentation Materials: Each group needs:
Your classroom or laboratory space should allow approximately 2 square meters per student with clear walkways between workstations. Good lighting control is essential – you’ll need blinds or curtains to regulate natural light during experiments.
Each workstation requires:
Set up a central safety station near the entrance with:
The success of this lesson depends on thorough preparation. Arrive early to set up and test all equipment.
Start with the room setup. Close blinds or curtains to control natural light, then set up your artificial lighting. Test light levels at each workstation – you want consistent illumination for fair comparisons between groups.
For each workstation, arrange:
In the demonstration area, position your table at 45° to students for optimal viewing. Set up your demonstration circuit and test it under the lighting conditions you’ll use during class.
Equipment Testing:
Before students arrive, test each piece of equipment:
Solar Panels: Clean each panel with a microfiber cloth and inspect for:
Connect each panel to a multimeter under your standard lighting setup. You should see approximately 6V (±0.5V). Mark any panels reading significantly outside this range for replacement.
Motors: Test each motor using a 3V power supply:
Multimeters:
Begin class with a brief discussion about solar energy in everyday life. Ask students about solar panels they’ve seen in their community. This connects the lesson to their real-world experience and builds interest in the upcoming activities.
Focus the discussion on three key points:
Place your demonstration solar panel on a contrasting surface where all students can see it. Walk students through its key components:
On the front side: “Looking at the panel face, you’ll see a grid of dark squares – these are individual solar cells. Notice the thin silver lines crossing the cells? These are conductors that collect the electricity generated by each cell. The glass or plastic cover protects these delicate components.”
Turn the panel over to show: “On the back, find this small box in the center – that’s the junction box. Two wires come out: red (or marked ‘+’) for positive, black (or marked ‘-‘) for negative. These markings are crucial for correct circuit connection.”
Now that students understand the individual components, demonstrate how they work together. This is a crucial section where students need to see proper technique before trying it themselves.
Position yourself so all students can see your hands clearly. Explain that you’ll first build a complete circuit, then break down each step for them to follow.
Start with proper solar panel placement: “Watch how I position the panel. I’m placing it on the rubber mat, angled toward our light source. Notice I’m only handling it by the frame – fingerprints on the surface can reduce efficiency.”
Connect the circuit in this sequence:
Once assembled, demonstrate how changing the panel’s angle affects the motor’s speed. Let students observe how shadows impact performance, and show them how to use the multimeter to measure voltage output.
Common Issues to Watch For: Show students each of these problems and their solutions:
Poor Connection Examples:
Incorrect Panel Positioning:
With the demonstration complete, organize students into groups of 3-4. Rather than assigning rigid roles, encourage them to take turns with different aspects of the build while supporting each other.
Before they start building: “Take a moment to organize your workspace. Your panel should be in the center of your rubber mat, with enough space around it for the motor and your hands. Keep your multimeter within easy reach but away from any moving parts.”
Guide students through their first build with clear checkpoints:
Checkpoint 1: Component Check Have students lay out their materials and verify they have:
Checkpoint 2: Initial Assembly Walk around and verify each group has:
Checkpoint 3: Testing Once circuits are complete, help students:
Support student experimentation but watch for common mistakes:
Now that students have working circuits, guide them through systematic testing and data collection. Provide each group with a data recording sheet that includes spaces for:
Voltage Measurements:
Performance Observations:
Have students create a simple graph showing the relationship between panel angle and voltage output. This helps visualize the importance of proper panel positioning.
Bring the class together for a final discussion. Ask each group to share:
Guide the cleanup process:
Throughout the lesson, look for:
Understanding of Concepts:
Technical Skills:
Team Collaboration:
For the next lesson on different types of solar panels, you’ll need:
Review student data sheets to identify any concepts needing clarification in the next session.
Available on the teacher portal:
Each group needs:
Testing Equipment:
Panel Samples:
Documentation Tools:
Before class, create three distinct testing zones:
1. Indoor Testing Station: Set up a controlled environment with:
2. Outdoor Testing Area (if weather permits): Prepare a space with:
3. Comparison Station: Create a display area showing:
Begin by displaying the three different types of solar panels. Rather than immediately explaining the differences, ask students what they notice: “Take a minute to observe these panels. What differences can you see? What might these differences mean for how they work?”
Guide the discussion toward key observations:
This builds curiosity before diving into the technical details.
Start with the monocrystalline panel. Hold it up and explain: “This black panel with its uniform color is monocrystalline. The dark color tells us something important – it’s absorbing most of the light that hits it. These cells are cut from a single crystal of silicon, like slices from a loaf of bread.”
Demonstrate key features:
Move to the polycrystalline panel: “Notice the blue color and varied pattern. These cells are made from multiple silicon crystals melted together. It’s like the difference between a single large diamond and lots of smaller ones pressed together.”
Point out:
Finally, show the thin-film panel: “This technology is completely different. Instead of thick crystal wafers, thin-film panels use layers of photovoltaic material about as thick as a human hair.”
Demonstrate:
Guide students through systematic testing of each panel type. This activity uses the scientific method to compare performance.
First, establish testing protocols: “For fair comparison, we need to control our variables. What factors might affect panel performance?”
Help students identify:
Testing Procedure:
Bring the class together to compare results. Create a simple table on the board showing:
Guide discussion about real-world applications: “Based on our tests, which panel type would you choose for:
Show real-world examples through photos or videos:
Discuss how different technologies suit different needs:
End with a practical challenge: “Using your test results, recommend a panel type for our upcoming solar device project. Support your choice with data.”
Have students record their recommendation and reasoning in their workbooks, including:
For students who finish early:
Common Problems:
Inconsistent Readings:
Temperature Issues:
Students will need:
Ensure all equipment is:
After completing these foundational lessons, proceed to Solar Solutions Part 1B: Design and Planning for guidance on the design thinking and project planning phase.
For implementation support or to share experiences, keep an eye out for our educator community forum coming soon.
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