How to Make a Solar Powered Oven for Kids

Part 1: Light and Optics

Making Your Own Solar Oven

Materials Needed

Cone Solar Oven:

 2 large sheets of black poster board  aluminum foil  black construction paper  cardboard box

Pizza Box Solar Oven:

 pizza box  newspaper  aluminum foil  black construction paper  scissors  plastic wrap  tape  book

 resealable plastic baggies  graham crackers  marshmallows  chocolate bar  3 thermometers Instructions

In groups of two you will make two different types of solar ovens (you are changing the shape of the reflective surface), test them and answer the analysis questions. Cone Solar Oven

1. To make the Cone Solar Oven, glue two pieces of black poster board together to make one long piece. Cover one side with aluminum foil. 2. Bend the poster board, foil side in, into a cone shape and tape it together. The cone should still be open on both ends. 3. Put black construction paper in the bottom of a cardboard box. This dark surface will absorb heat into the bottom of the box. 4. Prop the cone in the box with the narrower opening pointing down. 5. Put a graham cracker with a marshmallow on top of it in a resealable baggie. Chocolate melts faster than marshmallows, so it works best to cook the marshmallow first and add the chocolate later. 6. Put the baggie on the bottom of the box in the center of the cone.

Pizza Solar Oven

7. To make the Pizza box Solar Oven, put a few sheets of newspaper in the bottom of a pizza box. Cover the newspaper with black construction paper to absorb heat. 8. Cut a flap out of the top of the pizza box two inches from the sides and front but attached in the back. Bend it back and cover the inside of the flap with aluminum foil. 9. Tape plastic wrap across the hole left by the flap. 10. Put a graham cracker with a marshmallow on it on top of the black paper in the bottom of the box. Close the box. 11. Use a book or tape to prop open the flap so that the aluminum foil can catch the sunlight and reflect it onto the marshmallow.

12. Make an extra s'more to be the control. Don't put this one in a Solar Cooker. If the control s'more cooks as well as the ones in the Solar Ovens, you will know that the Solar Ovens aren't working better than the sun by itself. Predict how long you think it will take to cook the s'more and which cooker will get hotter and cook faster. 13. You need the sun to make your Solar Ovens work, so you'll need to do your cooking outside. 14. Once you set up your Solar Cookers outside, put a thermometer inside each one and one on the control s'more. This will help you compare the temperature in the Solar Oven to the temperature outside. If the Solar Ovens are working, it will be hotter inside the cookers than it is outside on the control. 15. Check your Solar Ovens every 15 minutes to make sure they aren't in the shade. If the sun moves, move the Ovens so they stay in the sun. 16. Time how long it takes to cook the s'mores. Which coven got hotter? Which one baked more quickly? Why do you think it was faster? When your marshmallows are almost done, add the chocolate to the s'mores, wait a minute for it to get soft, and enjoy a tasty treat!

Table of Results for Comparing Solar Ovens:

Method of Temp. at Temp. at Temp. at Temp. at Heating 15min 30min 45min 60min Cone solar oven Pizza Box solar oven Control (no oven)

Planning and Analysis Questions:

1. Write a testable question and hypothesis for this lab.

2. What are the independent and the dependent variables?

1. Explain why we used black paper on the bottom of the ovens?

2. Explain how the 2 different solar ovens work. Use ray diagrams in your explanation, talk about the type of mirror (aluminum foil part) you used in each.

3. Which oven cooked faster? Explain why you think it cooked faster. 4. What did the plastic wrap or plastic baggie do?

Constructing a Solar Cooker Level 1 Level 2 Level 3 Level 4 Categories (50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%) Knowledge and Understanding -demonstrates -demonstrates -demonstrates -demonstrates -use appropriate limited some considerable thorough terminology related to understanding of understanding of understanding of understanding of light and optics, terminology terminology terminology terminology

Application -constructs an -constructs an -constructs an optical -constructs an -construction of solar optical device with optical device with device with a high optical device with cooker that uses mirrors limited considerable degree of some effectiveness (aluminum foil) effectiveness effectiveness effectiveness Communication -expression and -expresses and -expresses and -expresses and organization of ideas and -expresses and organizes ideas and organizes ideas and organizes ideas and information (e.g., clear organizes ideas and information with information with information with a expression, logical information with limited considerable high degree of organization) in some effectiveness effectiveness effectiveness effectiveness reflective writing

-shows limited -shows some -shows a thorough understanding of -shows a good understanding of understanding of the the cause and understanding of the cause and cause and effect effect relationship the cause and effect effect relationship relationship -independent and relationship Thinking -independent and -independent and dependent -independent and -Testable Question, dependent dependent variables variables are not dependent variables Variables, variables are are quantitative and measurable are quantitative in Hypothesis qualitative in precisely defined - hypothesis is nature nature -hypothesis is written vague and shows -hypothesis is -hypothesis is not in the “if” “then” no prediction written in the “if” written in the “if” format with a well “then” format and “then” format but defined prediction makes a prediction makes a prediction -provides some -provides limited -provides sufficient -provides rich sufficient answers Thinking answers to analysis answers to analysis answers to analysis to analysis -analysis questions questions questions questions questions Background information

The Sun continuously provides Earth with tremendous amounts of solar energy, most of which comes in the form of visible light. Sunlight, when transformed into usable heat, can be a practical source of energy for everyday jobs such as cooking food, heating water, or warming houses. A solar cooker is an insulated box that traps the heat of the Sun for cooking food.

The most efficient way to transform sunlight into heat is to shine lots of sunlight onto a dark surface. When light energy (also called radiant energy) is absorbed by an object, it is changed to heat energy. Darker objects absorb more and reflect fewer of the visible light waves that hit them than lighter objects do. It follows that while dull black objects readily absorb more light, shiny silver ones reflect more. Mirrors or other reflective materials including aluminum foil, then, can catch more light and redirect it to the cooking surface, where the energy in the light can be used.

The direct and redirected sunlight is converted to heat. Some of the energy heats the air. By using a plastic or glass cover that allows light in but prevents heat from escaping, the energy that arrives as radiation can be used to cook food -- such as the "s'more" featured in the ZOOM segment -- much like a convection oven cooks things by circulating hot air through the cooking chamber.

Both of the solar oven designs in this demonstration use similar materials, though the cone-shaped light reflector exposes additional surface area to the light, amplifying the amount of light it can capture, and redirecting that light more specifically. The result: Its cooking surface is raised to a higher temperature, melting the marshmallow and chocolate more thoroughly than the pizza box design does. http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.zsolar/ Part 2: Chemistry

Choose one of the following projects:

1. Chemistry in Baking

1. Choose a recipe that uses chemical reactions that make the baked item rise.

2. Describe in ½ page paragraph, the ingredients that react and how they work. Design an experiment that changes how your baked item rises. Include a table of observations, testable question, independent variable, dependent variable and hypothesis. Comment on your results and make a conclusion.

3. Make the recipe with and without the changes and bring in a sample of each.

The following resources may be used to complete the above assignment along with notes we took in class and the baking lab we did during the chemistry unit.

1. Chemistry of Baking 2. Making Bread 3. How Stuff Works – Bread Chemistry of Baking Level 1 Level 2 Level 3 Level 4 Categories (50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%) Knowledge and -demonstrates -demonstrates -demonstrates Understanding -demonstrates some limited considerable thorough -use appropriate understanding of understanding of understanding of understanding of terminology related to terminology terminology terminology terminology chemistry of baking Application -design and table of - design shows - design shows - design shows a high - design shows observations show limited considerable degree of some effectiveness knowledge of chemical effectiveness effectiveness effectiveness reactions in baking Communication -expresses and -expresses and -expresses and -expression and -expresses and organizes ideas and organizes ideas and organizes ideas and organization of ideas organizes ideas and information with information with information with a and information (e.g., information with limited considerable high degree of clear expression, logical some effectiveness effectiveness effectiveness effectiveness organization) -shows limited -shows a thorough -shows some -shows a good understanding of understanding of the understanding of understanding of the the cause and effect cause and effect the cause and effect cause and effect relationship relationship relationship relationship Thinking -independent and -independent and -independent and -independent and -Testable Question, dependent variables dependent variables dependent variables dependent variables Variables, are not measurable are quantitative and are qualitative in are quantitative in Hypothesis - hypothesis is precisely defined nature nature vague and shows -hypothesis is written -hypothesis is not -hypothesis is no prediction in the “if” “then” written in the “if” written in the “if” format with a well “then” format but “then” format and defined prediction makes a prediction makes a prediction -provides limited -provides sufficient -provides rich Thinking -provides some analysis and analysis and analysis and -analysis analysis and observations observations observations & observations observations

2. SNC2P Chemical Compounds Name: ______

As you have learned in this unit, chemical compounds are used in everyday life. The purpose of this assignment is for you to study a unique chemical compound and present the information to your peers in a poster. From the following list, choose 1 of the chemical compounds.

Chemical Compound One of its many uses (binary) Nitrogen monoxide Involved in the transmission of nerve impulses. Nitrogen dioxide A rocket fuel Sulphur dioxide Antiseptic and used in wine making Calcium chloride Major component of road salt Sodium chloride Food preservative Muriatic acid Heavy-duty masonry cleaning. Ozone Protects planet from UV radiation Hydrogen peroxide Antiseptic & disinfectant Carbon monoxide Burns without smoke and produces a large amount of heat Carbon dioxide Provides the fizz in pop and beer methanol Fuel additive Propane Fuel Nitrous oxide Pain relief during dental surgery Zinc Chloride Cleaning copper

Chemical Compound One of its many uses (polyatomic) Ammonium nitrate Fertilizer component Sodium hypochlorite Component of bleach Nitric acid Production of explosives like trinitrotoluene (T.N.T.) Muriatic acid Heavy-duty masonry cleaning. Acetone Nail polish remover methanol Fuel additive Magnesium sulphate To correct magnesium deficiencies in soil Calcium hydroxide Raise the pH of acidic water

Refer to the format and marking scheme for this assignment on the back of this page

The following websites will help you with your research: www.wikipedia.com http://www.sciencelab.com (for MSDS sheets) www.google.com (search MSDS + chemical name) Your poster must include the following components.

Knowledge (15 marks) Marking Scheme

A The compound’s proper chemical name and any 0 1 2 common names it may have. B Hand-drawn molecular model that clearly shows 0 1 2 3 the different elements that makes up the compound Example red to represent hydrogen; black for carbon etc. Remember to include a key

C Write a word equation showing how this 0 1 2 compound would react with other chemicals. (hint: choose a synthesis, or decomposition, or combustion, single or double displacement reaction)

D Convert the word equation into a skeleton 0 1 2 (unbalanced) chemical equation E Re-write the skeleton chemical equation and 0 1 2 make it a balanced chemical equation F Explain the proper storage, use and disposal of 0 1 2 3 4 this chemical.

STSE Application (6 marks)

G Explain how this item is used in the home or 0 1 2 3 industry (other than the use already provided) H Explain the implications of this compound on the 0 1 2 3 environment (consider: disposal, effect on ecosystem, effect on land, water and/or air)

Communication (4 marks)

I Poster or Ppt’s neatness & organization 0 1 2 3 4

Part 3: Biology Smoking and Health Care

Should people who smoke pay the same as everyone else for health care, or should they pay extra to cover the additional costs of treating smoking-related diseases?

Answer the question in a one page essay using the following:

1. Research health problems related to smoking and the costs of treating them. (2-3 paragraphs) 2. Find out why Canada’s health care is funded the way it is. (1 paragraph) 3. Consider pros and cons of asking smokers to pay more for health care (use the following questions to help). (2 paragraphs)  What rights does one person have? What are the rights of people as a society?  Should all people be responsible for their own actions?  Since most smokers became addicted to tobacco and nicotine products before 16, why should they now be held responsible for actions adults did not prevent?  Should the companies that profit from tobacco sales be held responsible for any added costs to health care?  Is it possible to identify the exact cause of a disease?  Should smoking be treated differently from other addictions?  Smokers are not the only people who take risks. Should people who suffer sports injuries also pay more? What about people who ride motorcycle, are obese or who consume alcohol?

4. Make a final recommendation summarizing your findings and opinions. (1 paragraph)

5. Include a resource list.

You may use following resources and other reputable websites: smoking and health: http://bodyandhealth.canada.com/channel_sections.asp? channel_id=2022&relation_id=16630 http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php http://kidshealth.org/teen/drug_alcohol/tobacco/smoking.html

Health care: http://www.hc-sc.gc.ca/hcs-sss/index-eng.php http://www.civilization.ca/cmc/exhibitions/hist/medicare/medic01e.shtml Smoking and Health Care

Categories Level 1 Level 2 Level 3 Level 4 (50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%)

Knowledge / - - - - Understanding demonstrates demonstrates demonstrates demonstrates -use appropriate limited some considerable thorough terminology related to understanding understanding understanding understanding the effects smoking on of of of of health terminology terminology terminology terminology

Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/ thinking processes, creative creative creative creative skills, thinking thinking thinking thinking and strategies (e.g., processes, processes, processes, processes, analysing, skills, skills, skills, skills, interpreting, problem and and and and solving, evaluating, strategies strategies strategies strategies forming with limited with some with with a high and justifying effectiveness effectiveness considerable degree of conclusions on effectiveness effectiveness the basis of evidence

Communication -expresses -expresses -expresses -expresses -expression and and organizes and organizes and organizes and organizes organization of ideas ideas and ideas and ideas and ideas and and information (e.g., information information information information clear expression, with limited with some with with a high logical organization) effectiveness effectiveness considerable degree of effectiveness effectiveness

Proposing courses proposes proposes proposes proposes of practical action to courses courses courses highly deal with problems of practical of practical of practical effective relating to science, action of action of action courses technology, society, limited some of of practical and the environment effectiveness effectiveness considerable action (Conclusion) effectiveness

Part 4: |Earth’s Dynamic Climate A Personal Climate Change Action Plan

1. Assessing my Carbon Footprint Use an online carbon footprint calculator.

http://www.go-beyond.ca/carbon-footprint-calculator

Record your results for the following categories. daily commute, long distance travel, shelter, food using the personal green plan handouts; http://www.go-beyond.ca/uploads/PersonalGreenPlan_2010.pdf

2. For each category, list ways you can reduce your carbon footprint. (use the checklist on the personal green plan)  Be realistic  Include things you can start doing right away  Include actions you can do often and document  Include a variety of actions

3. Circle at least 10 actions you will try to do in the next week (ie. eat 2 vegetarian meals) and make a calendar telling when you will do these actions. Some should be every day (ie. turn off the lights when you leave the room) actions.

4. Begin doing your action plan and record daily in a journal (you can include pictures). You need to hand in at least 7 journal entries.

5. Analyze and evaluate: a) Why did you choose the actions you did? b) Which activities were the easiest, the most difficult? c) How successful were you in reducing your carbon footprint? Use the carbon footprint calculator again to see the differences your actions will make if you continue and record on your personal green plan . d) Which actions will you continue? e) What recommendations would you make to your family, your friends, your school?

6. Hand in your Green plan (filled in), your journal and your answers to the questions above. Climate Change Action Plan

Categories Level 1 Level 2 Level 3 Level 4 (50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%)

Knowledge / demonstrates demonstrates demonstrates demonstrates Understanding limited some considerable thorough -demonstrates and understanding understanding understanding understanding understanding of how of of of of your actions contribute terminology terminology terminology terminology to greenhouse gas emissions and what actions reduce your carbon footprint

Use of critical/creative thinking uses critical/ interpreting, uses critical/ thinking skills to processes, creative problem uses creative formulate a varied set skills, uses thinking critical/ thinking of personal actions critical/ processes, creative processes, that reduce your creative skills, thinking skills, carbon footprint thinking and processes, and processes, strategies skills, strategies skills, with some and with a high and effectiveness strategies degree of strategies with effectiveness with limited considerable effectiveness effectiveness

Communication -expresses -expresses -expresses -expresses -expression and and organizes and organizes and organizes and organizes organization of ideas ideas and ideas and ideas and ideas and and information (e.g., information information information information clear expression, with limited with some with with a high logical organization) effectiveness effectiveness considerable degree of effectiveness effectiveness

Application - plan shows a - plan shows - plan shows - plan shows -Carries out their high degree limited some considerable action plan consistently of effectiveness effectiveness effectiveness over a period of time effectiveness

-provides -provides -provides rich Thinking limited analysis -provides some sufficient analysis and -analysis and analysis and analysis and observations & observations observations observations observations