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In this activity, students test whether the color of a material affects how much heat it absorbs. An ice cube is placed in a box made of colored paper (one box per color; white, yellow, red, and black) which is then placed in the sun. Students predict which color will melt the ice cube first and record the order and time required for the ice cubes to melt. This activity can be done independently or in conjunction with both a math and/or science lesson. A discussion and journal-writing period can follow. For a more challenging activity, a discussion about solar energy can be included. This activity is designed uses a time frame of 60 minutes. (Author/SOE)

This companion document updates an April 1998 volume on designing schools to use solar energy as a power source. Volume 2 presents numerous case studies of solar installations in new and existing schools across the United States and Europe, updates and presents new examples of solar education programs, and offers an updated resource listing of organizations and programs that can provide information and assistance for solar school projects. A list of solar power resources on the Internet is included. (GR)

Schools today are hosting the solar energy systems that will become commonplace tomorrow in public buildings, homes, and businesses. This publication serves as a guide to how schools are using solar energy, listing scores of schools currently using the sun for lighting, heating, and cooling as well as highlights of innovative programs to expand the use of solar energy. Contains a list of resources for further investigation. (Author/NB)

This curriculum guide includes a brief textbook, a hands-on activity guide, and resource listings. The textbook provides background information in solar physics for teachers and contains problems suitable for advanced students at the end of each chapter. Topics covered in the textbook include stellar evolution, the structure of the sun, methods of studying the sun, and solar-terrestrial interactions. The activity section offers ideas for hand-on experiences that can be done in the classroom with inexpensive and readily available materials. Topics for nine hands-on activities include building a spectroscope, energy transport in the sun, measuring the solar constant, earth-sun orientation, the effect of the solar wind on the geomagnetic field, determining the rotation period of the sun, seeing at different wavelengths, luminosity of the sun and stars, and radiation hazards in space. Background information about the activities is included in the textbook. Contains 50 references. (DDR)

As a result of the decline in the thickness of the atmospheric ozone layer, the surface of the Earth will be exposed to increased levels of solar ultraviolet B radiation. This radiation has been shown to have harmful effects for life on Earth. These include damage to plants, animals, and materials. It has also been linked to many human health impacts such as sunburn, skin cancer, eye damage, and suppression of the body's immune system. In order to protect children from the negative health effects of ultraviolet B radiation, schools must embark on a SUNSafe education program which includes: SUNSafe education including nutritional education on boosting immune function, clothing recommendations, planning and staging of school events, and facilities design. Actions which should be taken include: teaching students about the hazards of excessive exposure to the sun, planning school activities around the peak sun hours, requiring proper protective clothing when outdoors, providing shading around playgrounds and sports fields, providing temporary shading for sports tournament venues, and protecting a child's right to seek protection from the sun. (Author)

This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 10 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: drying of agricultural and horticultural crops; space heating of agricultural facilities; production of biomass as an energy source; and production of ethanol and methanol. (KC)

Introduces an event in which two school teams from Argentina and Vietnam joined those from each Australian state in a race of model cars powered by the sun that provides a challenging and exciting approach for students to apply their scientific and technological knowledge to design and build the most efficient vehicles possible to gain hands-on knowledge of using solar power. (ASK)

Presents activities for elementary and middle school students on the sun and the Earth-sun relationship. Studies the structure of the sun with activities that include Shadow Play, Reflective Solar Cooker, Equatorial Sundial, and Tracing Images. (YDS)

Describes a learning activity on passive solar heating. Includes concepts, objectives, equipment and supplies, worksheets, and procedures. (JOW)

This guide accompanies a compact disk that provides a comprehensive collection of information resources. The compact disk is organized according to energy sources and cross-referenced to issues that must be considered when making decisions about energy. This booklet, designed around questions common to high school students, illustrates how the compact disk can enable students to find answers to their questions and form opinions based on facts. The activities directly support the content and pedagogy in science curricula that address the need for more students to study science and for all students to develop scientific literacy. The six activities focus on the use of renewable resources and the effects on society. Activities are the following: "What Is Renewable Energy?"; "Why Do We Need Options?"; "What Is Energy Efficiency?"; "What Is the Environmental Cost of Energy?"; "How Can Passive Solar Be Used in Home Construction?"; "How Can Motor Vehicles Use Renewable Energy?" (DDR)

This manual presents a design for teaching science principles and mathematics concepts through a sequence of activities concentrating on weather, solar food dryers, and nutrition. Part I focuses on the effect of solar energy on air and water, examining the concepts of evaporation, condensation, radiation, conduction, and convection. These concepts are applied to food drying in part II where students experiment to build the most effective solar food dryer for their locality. Emphasis is placed on using locally available materials and making the hardware needed. In part III, students use their food dryer in experiments demonstrating the effect of drying food and the importance of using proper drying methods. They also create balanced diets from the food they have dried and compile information about food drying for people in their community. Each part begins with an introduction and diagram outlining the major concepts covered and is followed by clusters of activities; background information is provided before each related group of activities. Each activity contains a brief introduction, list of materials needed, procedures, instructional strategies, possible discussion topics, and suggestions for further study. Although designed as a full-year course of study, individual activities may be selected to enhance a standard curriculum. (JN)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Unit topics and the corresponding skills fostered (in parentheses) in part one focus on: the meaning of the word "appropriate" (listening as a science skill); what makes a technology appropriate (building science vocabulary); non-renewable energy (reading for meaning); renewable energy (taking effective notes); technology and the environment (making judgments); using energy efficiently (working with graphs); life cycle costing (problem solving); and review of appropriate technology (test taking). Part two focuses on the solar greenhouse as an appropriate technology. Unit topics and skills in this part include: trapping the sun's energy (using scientific measuring tools); energy behavior in a solar greenhouse (applying scientific laws); storing energy (working with the metric system); and conserving energy (working with scientific notation). Part three consists of two units. The first deals with applications of appropriate technology by considering solar and wind collectors (developing and testing hypotheses). The second is a class project which permits students to use many of the skills they have learned. (JN)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Units focus on such topics as the meaning of the word "appropriate," what makes technology appropriate, non-renewable and renewable energy, technology and the environment, using energy efficiently, life cycle costing, the solar greenhouse, storing energy, conserving energy, and solar and wind collectors. The final unit is a class project which permits students to use many of the skills they have learned. These skills include listening, building science vocabulary, reading for meaning, taking effective notes, making judgments, interpreting charts and graphs, problem solving, test taking, using scientific measuring tools, applying laws, working with the metric system, working in scientific notation, and developing and testing hypotheses. This teacher's guide (which includes facsimiles of all pages in the student text) includes instructional strategies and practical suggestions for both the experienced and inexperienced teacher. (JN)

This set of 25 instructional modules was produced by a group of industrial arts teacher educators, local teachers, and supervisors from eastern United States. Topic areas of these modules include: societal implications of the energy situation; awareness of energy terms, supply, and use; assessment of conventional and selected renewable alternative energy sources (terms, criteria, availability, consumption, and environment); economic aspects of energy sources; conserving energy through changes in habits, attitudes, and gaining self-sufficiency; energy conservation through the selection and application of renewable alternatives; energy use and reduction in small buildings and homes; principles, practices, and measurement of heat loss and gain; calculating electrical usage; and design criteria for passive solar energy efficient residential construction and other efficiency systems. Additional topics include: energy efficient materials (insulation, vapor barriers, caulking, weatherstripping, doors, windows, storm doors and windows, floors, ceilings, attics, and lighting); energy conservation in private and public transportation; conserving energy through driving habits, automobile maintenance, and automobile engine modification; energy efficiencies in the total automobile operation; home energy management systems; principles and practices of re-using energy supplies; and careers in energy conservation. Modules include objectives, activities, and assessment instruments (with answers). (BC)

"Technology and Society: A Futuristic Perspective" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. In this module, students (grades 10-11) consider ways in which technology has changed our lives and anticipate future changes. Provided in the teaching guide are discussions of the socio-scientific reasoning model (theoretical basis of PTW); module overview (including purpose; strategies employed, focusing on the dilemma/debate discussion technique; module structure/objectives; and its use in the school curriculum) and suggested time schedule. Also provided are guidelines for conducting dilemma discussions (including basic steps in the process), a chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas, and teaching strategies for each of the three module parts: examination of science/technology/society relationships, study of five technologies, and simulation of a future technology. A selected bibliography is also included. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing social science, history, language arts, general science, or chemistry courses. (JN)

This module is designed to provide students (grades 10-11) with experiences in examining how technology has changed our lives and in anticipating future changes. The module is divided into three sections. Role-playing simulations and readings are used in section 1 to examine the dynamic relationship between science/technology/society. Five technologies (mind control, solar energy, genetic engineering, remote sensing, computers/artificial intelligence) are examined in section 2 through readings and dilemma/discussions. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions are also provided to stimulate thinking about the issues and to generate discussions. Section 3 is a simulation offering students an opportunity to select technologies for the future. The module may be used as a separate unit of study, as a mini-course, or incorporated into such subject areas as general science, history, language arts, social science, or chemistry. (JN)

Student materials are presented for the course, Non-Residential Applications and Future Technology, one of seven core courses in Navarro College's two-year associate degree program for solar technicians. First, introductory material discusses the form and objectives of the course and ways of using the student materials. Next, readings, worksheets, bibliographies, and illustrations are provided for each of the six components of the course: (1) architectural, commercial, and industrial power demands, which includes units on the history of energy use and thermal energy classification by temperature range; (2) the agricultural application of solar technology for livestock shelters, crop drying, greenhouses, distillation, and irrigation; (3) commercial applications of solar technology; (4) industrial applications; (5) photovoltaic power systems, which includes units on the elements, technology, applications, and economics of photovoltaics; its social aspects; and options for improvement; and (6) the future applications of solar technology in cooling systems, solar central power stations, ocean thermal energy conservation, biomass conversion, and harnessing wind power. (HB)

This notebook provides vocational agricultural teachers with 10 detailed lesson plans on the major topic of energy management in agriculture. The lesson plans present information about energy and the need to manage it wisely, using a problem-solving approach. Each lesson plan follows this format: lesson topic, lesson performance objectives, materials needed, the situation, introduction to lesson, presentation of lesson (the problem and possible solutions to the problem), student application (suggested exercises), evaluation suggestions and instruments, and a listing of references. Appendixes provide handouts and transparency masters. The ten lesson plans are (1) An Overview of the Energy Situation for Ohio Agriculture, (2) Framework for Evaluating Costs and Benefits of Alternative Energy Systems, (3) Electrical Energy Management for the Home and Business, (4) Using Solar Energy as a Renewable Energy Resource at Home or on the Farm, (5) Using Wood as a Renewable Energy Source, (6) Energy Management with Maintenance and Operation of Tractors, (7) Reducing Energy Costs in Producing Corn, (8) Energy Management in Livestock Production, (9) Energy Management in the Greenhouse with Engineering and Cultural Practices, and (10) Inventory of Energy Use. (YLB)

The Solar Schoolhouse at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland) is described. Background and construction information is given. Drawings of the Schoolhouse's four sides are provided, as well as drawings illustrating the greenhouse effect, a solar collector, the Schoolhouse's summer cooling and winter heating systems, sun angle and tilt, and solar azimuth and radiation. Maps show mean daily solar radiation (annual) and zones of relative suitability for year-round solar energy collection. Solar collectors, the economy of the Schoolhouse's solar heating system, functioning of the winter heating and summer cooling system, other Schoolhouse features (windows, roof overhang, and insulation), orientation and tilt, and educational purpose are described. A 9-item glossary is provided. (MH)

The four courses in this guide were designed to meet the specifications for the career orientation level of Illinois' Education for Employment Curriculum Model. These orientation-level courses can be taken by high school students in any sequence: (1) communication technology; (2) energy utilization technology; (3) production technology; and (4) transportation technology. Introductory materials include the following: scope and sequence; lists of integrated skills in transition, vocational ethics, and generalizable areas; state goals for learning; Technology Student Association; and how to use the curriculum guide and lesson plans. The communication technology course contains the following units: drafting and design, photography, graphic arts, processing and communicating information with computers, and telecommunications. The energy utilization course covers the following: energy conversion and transmission, fossil fuels and energy conservation, alternative energy systems, and solar energy. The following units are in the production technology course: materials and processes, construction, manufacturing, and servicing. Topics for the transportation technology course are the following: land transportation, materials handling, water transportation, air transportation, and space transportation. Each unit provides the following: rationale; mission statement; description; outline; unit titles; unit objectives; suggested learning objectives and experiences; and list of resources, including organizations, software, and print materials. (NLA)

This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion; (4) atmospheric phenomena; (5) water and water resources; (6) plants found in deserts, forests, and savannahs, and plant products which are used as food; (7) animals found in deserts, forests, and savannahs; (8) the bodily senses and health concepts; and (9) changes in states of matter. (JN)

This unit develops the concept of solar energy as a renewable resource. It includes: (1) an introductory section (developing understandings of photosynthesis and impact of solar energy); (2) information on solar energy use (including applications and geographic limitations of solar energy use); and (3) future considerations of solar energy (discussing current methods of use and projected uses). Student activities are listed; a few contain descriptions of related concepts and materials needed for the investigations. Also included are evaluation questions and recommended films on solar energy (with source indicated). (ML)

This teaching unit serves as a guide for the installation of active solar water heating systems. It contains a project designed for use with secondary level students of a building trades class. Students typically would meet 2 to 3 hours per day and would be able to complete the activity within a 1-week time period. Objectives of this unit include: (1) analysis of direct solar energy; (2) assessment of the benefits and disadvantages of solar energy use; (3) on-site examinations of solar water heater systems; and (4) hands-on installation of solar heating systems. Experiments which develop basic principles of solar energy are outlined for student investigation. Suggested strategies, materials, procedures and background information are provided for each exercise. The unit also contains several illustrations that indicate the materials and procedures that are needed for installation of a solar heating system. Additional resource materials are listed and a bibliography is included. (ML)

Seventeen lessons are provided in this curriculum designed to involve students (grades 4-9) in energy conservation. The lessons are presented in four parts. The three lessons in part I are intended to give students a preliminary conceptual framework for energy conservation and to motivate them to participate in the conservation-action projects which follow. Part II consists of one lesson, an electricity conservation project for the classroom. Students sharpen mathematical skills while learning how much electricity daily classroom lighting consumes and how much could be saved by reducing lighting. The three lessons in part III take the student's lessons in the classroom electricity project and enrich them with experiences in the school building, neighborhood, and home. The remaining 10 lessons and activities in part IV are meant to directly or indirectly reinforce the attitudes, actions, and concepts developed in the first three parts of the curriculum, but which can stand alone as meaningful educational activities. Topics include electricity, energy forms/conservation, alternative energy models, energy careers, and the history of energy. Although the curriculum is basically geared for grades 4-9, teachers of early childhood and high school grade levels will also find specific lessons or experiences adaptable to their classes. (JN)