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Shine On, Drive On [Less Fossil Fuels]

School:: DeLand High School
Subject:: Science
Teacher:: Stephanie Boorom
Students Impacted:: 250
Grade:: 9
Date:: September 3, 2024

Investor

Thank you to the following investor for funding this grant.

DUKE Energy - $820.00

Impact to My Classroom

# of Students Impacted: 450

This year’s grant “Shine On, Drive On” impacted over 450 Environmental Science students at DeLand High School. Students spent a week learning about Non-renewable and Renewable energy resources, including pros and cons of each, using traditional notes and lab stations. However, the highlight of this unit for our students was to build a solar powered car with a teammate and race them down a track set up outside. The day prior to the build, students learned about photovoltaic technology and how solar panels generate electricity. This allowed them to understand how their solar panel would collect sunlight and power their motor that came with their car kit. All students were engaged with the building process. Some students even used creativity to add a race spoiler to their car! Outside a track was built with meter sticks marking the distance along the sidewalk so students were able to calculate the speed of their cars. It became a competition among class periods to see who had the fastest car. The top speeds were 87.5 cm/s and 100cm/s. Students also presented other ideas to make their cars increase speed by adding an additional motor, although this was not tested. Students’ pre-test scores on energy were 65% and post-test scores were 79% which shows an increase in 14 pts or 22%. More importantly students had FUN with the project and were excited about learning and applying their knowledge to a real-world application. Thank you, Duke and FUTURE’s, for providing this opportunity for our students!

grant photo

Original Grant Overview

Goal

Engage students in learning about Renewable energy technology. Students will build and race solar powered cars. Through this hands-on approach, students will compare the positive and negatives of various renewable and non-renewable energy sources as well as consequences to the environment from energy production technology.
This lab project supports SC.912.L.17.11 “Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.” A benchmark of this standard states “compare the positive and negatives of various renewable and nonrenewable energy sources.”
This lab will also support SC.912.E.6.6 “Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.”

What will be done with my students

Students will each receive a mini-solar car, unassembled with components (body, tires, axels, screws/screwdriver, instructions, motor, and photovoltaic cell [solar panel]). Students will have previously learned the types of non-renewable and renewable energy resources through notes/ stations. Before this lab, we will read an article about photovoltaic cell technology including how the panels capture and convert sun into energy. However, this project will allow students to assemble a renewable [solar] energy car that they will take outside and race with their classmates. Based off the experience, students will be able to compare the positive and negative consequences of this technology and predict how to improve the technology in the future.

Benefits to my students

Students that participate in Hands-on learning will be more engaged with the topic. I had one class section last year of Environmental Science and saw how students enjoyed and 100% participated in the activity. Some student strengths of manual dexterity were highlighted and students were able to assist others. Students asked things like “Can I keep my car?” and even students at the end of the year who shared they hung up their car in their room. Students had ownership in their cars because they built them. It took 1 class period to build the cars. The next day, students raced their cars outside on the sidewalk. This year, I would like to add more data collection methods to the project such as recording mass, and speed of the car. By collecting initial data and setting up post-lab reflection, I plan to allow student inquiry to suggest ways to improve, change or modify the cars to run better. If time permits, we can test these ideas. This last part, would tie in the Nature of Science Standard SC.912.N.1.1 which is how real science actually works!
This year’s benefit will reach ALL environmental science students [each Environmental teacher will submit a grant request] at DeLand High School. We [Our Environmental Science PLC team] believe this is a valuable STEM lesson for all our students. Part of our planning for this school year was to incorporate as many hands-on, minds-on activities as possible to engage all learners. This standard is also accessed through the Biology curriculum and EOC which is a High School Graduation Requirement. This activity will engage and excite students in Environmental Science and prepare them for their next science course, Biology.