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SUN IT UP SOLAR BAG
General information | ||||||
Title of the activity |
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Sun it up Solar bag | ||||||
Subject |
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Environmental Science , Physics -States of matter ( gas particles), Convection | ||||||
Keywords |
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Outdoor, precision, situational, solar energy, recycling | ||||||
Connected to/ nested with | ||||||
„Plastic in the Ocean“ activity. | ||||||
Learning outcomes |
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Teacher learning outcomes:
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Student learning outcomes:
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Transversal skills (max 3 transversal skills) |
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Respect for the environment, Reflective thinking, Organisational skills | ||||||
Number of participants and target age group |
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Number of participants : 1-whole classroom provided there are enough teachers to supervise when outdoors. As with every STEM interactive activity there should be a logical teacher to student ratio. As this is an outdoor activity. A ratio of 1:12 would be advised.
Target group: All ages can benefit from the discussions had during this activity. |
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Duration | ||||||
60 -90 min | ||||||
Short activity description | ||||||
The experiment deals with the creation of a solar bag that starts to fly by using the sun’s energy. It mainly emphasised the | ||||||
Preparation | ||||||
Materials | ||||||
List of materials:
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Technical backline:
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Announcement | ||||||
Announcement for teacher trainings:
Want to make a giant balloon fly using renewable energy? |
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Announcement for students:
„Want to build a solar bag?“ with (the frozen melody playing in the background) |
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Hook | ||||||
Which object flies and is not a plane or kite? | ||||||
Activity type/strategy | ||||||
Lower order thinking | Higher order thinking | |||||
Knowing / remembering | Comprehending / understanding | Applying | Analyzing | Synthesizing / evaluating | Creating | |
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This activity would fall under the knowing/remembering and comprehending/understanding strategy. |
Delivery sequence | |||
Epidemiological suitability | |||
Is the activity suitable for execution in stricter epidemiological restrictions? | |||
☐ Yes ☐ No ☒ Partly | |||
Is the activity suitable for execution in an online setting? | |||
☐ Yes ☐ No ☒ Partly | |||
Can the activity be sequenced? I. e. divided into smaller parts which could function as standalone parts which could maybe even be integrated into other activities. | |||
☐ Yes ☐ No ☒ Partly | |||
Step 1 | |||
Step type/strategy: | Knowing/Remembering & Comprehending/Understanding | Step duration
(minutes): |
90 min |
Step title:
(if applicable) |
SUN IT UP SOLAR BAG | ||
Keywords: | Physics, Solar energy,Renewable energy | ||
Step by step description: | |||
The activity must happen outside on a sunny but cool day with no wind. It must be done earlier in the morning. The launch area must be away from any buildings, power lines or trees. The plastic black solar bag should be carefully removed from its protective packaging. Make sure it has no holes and is lightweight. Tie a knot at the end of the bag. Unroll on a soft and safe surface. Be careful when handling so as not to tear it. Lift the bag and hold it open and have one person run around to fill it up with air. Hold the other end and push the air through. Then repeat until the bag is filled. This should take a couple of minutes. Tie a knot at the open end of the bag. Tightly tie a string around the solar bag knot. Wait for the sun to heat up the air in the bag and begin to float. It should take about 15-20 minutes for the air inside to heat up and begin to float. Adjust the length of the string to allow the bag to rise or fall. Under no circumstances should you let go of the string as allowing the bag to fly away could end up in the ocean and damage sea life or could also hit a power line and cause a fire or electrical surge. When done with the experiment do not touch the bag with bare hands as it will be hot. Maybe use protective gloves.
As this happens the teacher can explain to the students how the energy from the sun heats up the gas molecules inside the bag. As the air molecules warm up they start gaining speed and since the air inside the bag is less dense than the cooler air outside of the bag, the solar bag floats. As such convection can be discussed. This can lead into discussing solar energy and how it is used in everyday life as well as the importance of sustainable energies and taking care of the environment. In the event that the school does not have access to a solar bag, then 5-7 black light trash bags can be carefully connected together using duct tape in order to create a solar bag. Students & teachers must be careful to not leave any holes or areas from where air can come out of and deflate the bag. Carefully using a hair dryer can speed up the process of inflating the bag with warm air prior to going outside. Be careful not to melt the plastic. This experiment requires extreme delivery accuracy in order to be successful. Efforts with connecting trash bags have not been as succesful therefore sourcing a solar bag is cruciall. Also the teacher should be the lead of the implementation of this activity and allow for the students to assist. It is important that teachers take this opportunity to discuss solar energy and other renewable sources of energy. Online environment adaptation: Should this have to happen online the teacher can either pre-record herself making this experiment and editing the video through https://edpuzzle.com/ in order to add questions inside the video so that the students can be enganged when watching the video. |
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Step 2 | |||
Step type/strategy: | Knowing/Remembering & Comprehending/Understanding | Step duration
(minutes): |
5′-10′ |
Step title:
(if applicable) |
STEM RESPONSIBILITY | ||
Keywords: | Mindfulness, Respect for the environment, Reflective thinking, Organisational skills | ||
Connected to: | Plastic in the Ocean“ activity | ||
Once the experiment is finished , when pulling the bag back in in order to store away, carefully deflate in a protected surface such as linen in another bag or pillow case in order to prevent tears and punctures. If there is a tear then duct tape can be used to repair it. The bag should be stored to be used another time and not thrown out in order to save materials but also decrease wastage and pollution from plastic materials. Moreover, it is important that they start learning to be mindful with all their activities and how those can impact the environment and what they should do in order to respect and protect it. This stage would provide a great opening for the „Plastic in the Ocean“ activity.
Online environment adaptation: Should this have to happen online, the teacher and students can have an online discussion and debate about the importance of recycling and protecting the environment. |