13 20 OCT. 2019 - World Solar Challenge 2019 · 2 2019 • BWSC Learning Guide In 1982, solar pioneers Hans Tholstrup and Larry Perkins embarked on a quest that would see them drive

LEARNING GUIDE

WORLDSOLARCHALLENGE.ORG

13 20 OCT. 2019

C O N T E N T S

About the Guide 1

backgrounD 2

careers, industry & courses 6

Lesson plans & activities 9

engage 10

explore 12

explain 18

elaborate 26

evaluate 33

Event Info 36

B @WorldSolarChallenge

A @WorldSolarChlg

V @WorldSolarChallenge

F World Solar Challenge

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12019 • BWSC Learning Guide

How t o u se t his guideThis guide has been developed to engage students with the Bridgestone World Solar Challenge (BWSC) and assist in

directing STEM based learning. It is best targeted at middle school (Years 5 – 9) but can be adapted by teachers to suit

most educational levels.

The notes offer both variety and flexibility of use for the classroom. Teachers and students can choose to use all or any of

the five sections – although it is recommended to use them in sequence, and all or a few of the activities within each section.

If you live in Australia nearby the Stuart Highway, please visit www.worldsolarchallenge.org to check when the

Bridgestone World Solar Challenge will pass through your city or town.

T h e f i v e e ’s m o d e lThe guide will employ the ‘Five Es’ instructional model designed by Biological Sciences Curriculum Study,

an educational research group in Colorado, USA.

It has been found to be extremely effective in engaging students in learning science and technology.

It follows a constructivist or inquiry based approach to learning, in which students build new ideas on top

of the information they have acquired through previous experience. Its components are:

1. EngageStudents are asked to make

connections between past and present learning experiences and become fully engaged in

the topic to be learned.

2. ExploreStudents actively explore the concept or topic being taught.

It is an informal process where the students should have

fun manipulating ideas or equipment and discovering

things about the topic.

4. ElaborateStudents develop

a deeper understanding of sections of the topic.

3. Explain This is a more formal

phase where the theory behind the concept is

taught. Terms are defined and explanations given to

models and theories.

5. Evaluate Teacher and students

evaluate what they have learned in each section.

2 2019 • BWSC Learning Guide

In 1982, solar pioneers Hans Tholstrup and Larry Perkins embarked

on a quest that would see them drive a homebuilt solar car “Quiet

Achiever” across Australia from west to east. Inspired by this

achievement and his own pioneering vision, Hans urged others to

explore the boundaries of sun-powered transport.

And so the World Solar Challenge was born.

Inaugurated in 1987 with pioneer sponsor, the South Australian

Government, the Bridgestone World Solar Challenge (BWSC),

continues to showcase the development of advanced automotive

technology and promote alternatives to conventional vehicle engines.

Today, while solar cars test the ultimate boundaries of energy

efficiency, they also provide incredible insights into the capabilities of

everyday vehicle technology.

These innovations are at the heart of all electric cars, whether

that power comes from hydrogen fuel cells, hybrid engines or even

fully-electric commuter cars that draw power from solar cells on the

garage roof – they all use the technology that is continually honed to

perfection in the Bridgestone World Solar Challenge.

Utilising no more than four square metres of solar panels for

Challenger Class and five square meters for Cruiser Class, some of

the world’s brightest young minds are on track to develop the most

efficient electric vehicles possible. Every two years, teams from

leading international universities and technical institutes, together

with private entrepreneurs and even high schools, come together

“Down Under” to test and promote the ultimate synergy of nature,

motion and innovation.

T H E B R I D G E S T O N EW O R L D S O L A R C H A L L E N G E

WHAT IS THE BRIDGES TONE WORLD SOL AR CHALLENGE?

As the world embraces solar power across many forms of technology, there is one great adventure in Australia that has been showcasing solar energy potential for OVER 30 years. The Bridgestone World Solar Challenge.

Solar-powered cars run entirely on the power of the Sun. Solar

panels are attached to the car and these devices convert sunlight to

electricity, which then powers the car.

Essentially, all solar-powered cars are electric cars but instead of

generating energy from fossil fuels, these cars receive their power

from electricity derived from solar panels.

Electric cars do not produce exhaust fumes filled with greenhouse

gases like regular cars. And as they don’t rely on the burning of fossil

fuels to power them, their widespread use could help to reduce the

impact of environmental damage such as global warming as well as

consumption of finite resources such as fossil fuels.

In the BWSC there are two main aspects that will make a solar-

powered car successful - the efficiency of the solar panels and also

the design of the car itself.

When designing the car, it is important to make it as aerodynamic

and light as possible, so that it will need less energy to run.

Each team incorporates aerodynamics and considers weight in their

individual car design (as the BWSC is primarily a design challenge)

but some common ways that teams can achieve this are:

• by using rolling-resistance tyres

• making the car as light as possible

• or, by shaping the car to reduce wind resistance

In other solar races, teams are able to store a large amount of

electricity in a battery, so that the car can store the sun’s energy and

use it even when the sun isn’t shining. However, in the BWSC, only a

very small amount of energy is allowed to be stored in batteries, so

the challenge becomes more about the sun and aerodynamics of the

cars than battery size.

In 2019 it is regulated that all teams participating in the Cruiser

Class category must be able to travel 1,000km without charging their

battery. Overnight stops for recharging the solar car’s batteries have

been regulated in Tennant Creek, Northern Territory and Coober Pedy,

South Australia.

Solar-powered vehicles have improved signifcantly over the years

(see right). While cars powered solely by the Sun are unlikely to be

commercially successful, the electric car technology developed will

be very useful for the future of transport.

what are sol ar-powered cars?


B A C K G R O U N D

h o n o u r r o l lHere’s a list of the challenge winners over the years – notice how

the speeds have generally increased due to improved design and

solar panels. In some cases speeds have also decreased. This is

often due to a significant change in regulations, which forces teams

to overcome new design challenges, or weather conditions that may

impact the performance of the cars.

2005 Nuon Nuna III (Netherlands) Average speed:102.75 km/h

2007 Nuon Nuna IV (Netherlands) Average speed: 90.87 km/h

2009 Tokai University Tokai Challenger (Japan) Average speed: 100.54 km/h

2011 Tokai University Tokai Challenger (Japan) Average speed: 91.54 km/h

2013 NUON NUNA Vii (Netherlands) Average speed: 90.71 km/h

2015 NUON NUNA VIII (Netherlands) Average speed: 91.75 km/h

2017 NUON NUNA VIII (Netherlands) Average speed: 82.2km/h

Note: In 2007, new speed limits were introduced on the

Stuart Highway and therefore 25% smaller solar panels

were required. This has resulted in slower average speeds

by teams in the Bridgestone World Solar Challenge.

1987 General Motors Sunraycer (USA) Average speed: 66.9 km/h

1990 Biel College of Engineering (Switzerland) Average speed: 65.18 km/h

1993 Honda Dream (Japan) Average speed: 84.96 km/h

1996 Honda Dream II (Japan) Average speed: 89.76 km/h

1999 Aurora, Aurora 101 (Australia) Average speed: 72.96 km/h

2001 Nuon Alpha Centauri (Netherlands) Average speed: 91.81 km/h

2003 Nuon Nuna II (Netherlands) Average speed: 97.02 km/h


The challenge takes place on the Stuart Highway, an almost

3,000-km long road that stretches from Darwin in Australia’s

Northern Territory to Adelaide in South Australia.

The highway was named after John MacDouall Stuart, who was

the first European to cross Australia from north to south, and

other than a few deviations, the highway follows his original trail.

The Stuart Highway is extremely flat and straight, with virtually no

corners and very little traffic. However the highway does have a

speed limit – it varies between 60 and 130 km/h. And because the

highway is still open for public use during the Challenge, teams

have to adhere to these speed limits or be penalised.

The Stuart Highway is an ideal location for the BWSC because:

• It runs from north to south. As the cars travel from north to

south, the path of the Sun travels from east to west. This

means that the sun is shining on the solar panels for an equal

amount of time throughout the day. However, the path of the

sun moves further towards the rear of the car as the car moves

south, therefore designing the best shape for the solar panels

to maximise the path of the sun is an important part of the

Challenge.

• The highway is one long, flat and essentially straight road. This is

perfect for drivers, as it means there are minimal road hazards

that can damage the car or make driving difficult.

• The route passes through a variety of ecosystems including

desert in the centre of Australia, tropical climates in the north

and temperate forests in the south. This adds an interesting

dimension to the challenge and also makes it a little harder.

Teams need to be well prepared as the weather can change

quickly throughout the challenge and cloudy days can slow

cars down.

T h e R o u t e

Where does the challenge take pl ace?


B A C K G R O U N D

T h e C L A S S E SChallengeRVisually stunning – slick, single seat aerodynamic

masterpieces built for sustained endurance and total

energy efficiency.

Max. Length: 5m

Max. Width: 2.2m

Max. Solar Array: 4m2

Wheels: 4

Compulsory seats: one (one driver)

Stages: Single stage, Darwin to Adelaide.

The winner is the first car to reach the City of Adelaide Finish Line.

CruiserRecognising the imperatives of sustainable transport, the Cruiser Class

encourages solar cars designed for practicality and road use.

Max. Length: 5m

Max. Width: 2.2m

Max. Solar Array: 5m2

Compulsory seats: Two (one driver and a minimum one passenger)

Three stages; Stage 1- Darwin to Tennant Creek, Stage 2- Tennant

Creek to Coober Pedy, Stage 3- Coober Pedy To Adelaide.

The winner is not necessarily the first car that crosses the finish line,

but rather the car that demonstrates the best combination of energy

efficiency and practicality, and is judged against a set criteria.

During the challenge, the vehicles are monitored by GPS, so that

their progress can be tracked and officials can ensure that they

haven’t broken any rules (either by speeding or driving when

they’re supposed to be resting).

GPS devices in the cars receive signals from multiple satellites. By

measuring small differences in the times that signals are received

from different satellites, the GPS unit is able to calculate the

position of the car. This is bounced back and appears on a map

for the drivers and officials. By calculating how far each car has

travelled during the day, organisers can estimate their average

speed and make sure it was below the limit.

Generally in Australia, GPS operates via satellites that are part

of the mobile phone network. However, because the BWSC takes

place in such a remote part of Australia, there are many points

during the race where there is no mobile phone reception and

therefore the cars can’t be tracked.

To overcome this obstacle,

the event’s GPS system relies

on marine communication

satellites over the ocean,

which can pick up the

signal of the cars

throughout the entire

challenge.

How do we monitor the location of the cars?

You can track the location of the solar cars live

on our website as they travel the route.

Visit worldsolarchallenge.org to follow the GPS tracker.


B u i l d i n g a c a r e e r w i t h B W S C

“We’re doing a lot more than building cars, we’re building character, we’re building careers, we’re building opportunity.”

Rachel Kramer, Team Manager,

University of Michigan 2012

Building a career with BWSCBeing involved in the BWSC is not just a fantastic adventure, it can provide an

advantageous start to a budding career, just as it has done for almost 10,000 participants

over the last 32 years.

The skills that you will learn and the technologies that you will help to develop are very

attractive to employers - from small or local businesses to global tech giants. Not only

that, but no matter what role you have in a team or with the event, you will learn fantastic

life skills which will put you in good stead for wherever your study or career take you.

Some of our past participants have gone on to great world-changing ventures, such as

Larry Page, who co-founded Google, JB Straubel who was part of the founding team

at TESLA, and Lex Hoefsloot, whose company Lightyear is about to launch the first

commercially available solar car.

These pages will tell you about some of the key roles and careers that are vital to the

BWSC. You might be surprised to learn that they go beyond engineering and other STEM

careers too.

ENGINEER INGWithin a BWSC team, the engineering team is largely responsible for the design and building

of the technology of, and in, the vehicles.

There are many different fields of engineering involved in a BWSC team, such as electrical,

mechanical aeronautical and photonic engineering. They all need to work together to ensure

that the design of the vehicle maximises the use of the solar panels and power, all in a

functional vehicle design.

Almost all universities across Australia offer engineering courses, but some require you to

have studied maths, physics and chemistry up to Year 12 level.

I T & C ommunic at ion sWith the rise of smart phones, GPS and internet technologies, I.T and communications are

fields with a growing number of job prospects and innovative opportunities.

Communications and GPS technology are crucial to the event, as the solar cars are tracked

all the way down the route with a GPS device. This device helps BWSC judges and the teams

to make sure that the cars are following the correct route, and that they are stopping at the

right time at the end of the day.

You can study communications at various levels including TAFE and university courses.

Course offerings will vary by your choice of institution and location. An understanding and

interest in STEM subjects will put you in good stead to undertake a career in this area.


C A R E E R S , I N D U S T R Y & C O U R S E S

SP ON S OR SHIP & MEDI ABuilding a solar car and participating in the BWSC usually requires a

considerable financial investment, that goes beyond what a school

or university can provide. In order to generate additional funding,

companies (big and small) who are interested in the teams and the

technology they are developing, often invest via sponsorship support.

Sponsorship is all about aligning an organisation’s business

goals and objectives with the team and BWSC project – just as

Bridgestone do as the naming rights sponsor of the BWSC.

Sponsorship professionals are creative problem solvers who enjoy

working with people in a team environment.

If you are interested in a career in sponsorship you would study

Business and Economics at high school, or Business and Marketing

related courses at TAFE or university.

E V EN T M A N A GEMEN TIt takes strong planning, organisation and coordination of many

different parties to stage a world class event such as BWSC, to

ensure that it runs safely and smoothly.

At events such as the BWSC, the Event Manager is responsible

for the smooth operation of the event, involving coordination and

communication between teams and different staff groups, as well

as volunteers and external parties such as local councils

and government.

Event managers need to be excellent project managers, good

communicators, be organised, and able to think quickly to adapt

their plans if needed. The best event managers also have strong

creative vision and flair.

Event Management courses can be studied through TAFE and

various universities around Australia. You may also be able to study

Event Management courses through additional tertiary or vocation

institutions.

GR A P HIC DE SIGNGraphic design is for the creative and artistic. Who do you think

makes those solar cars look so good?

Apart from that, teams need many things designed for them so

that they look unified and professional- logos, uniforms as well as

signage and more are all created by graphic designers.

Studying visual arts and design subjects at high school is a good lead

in to graphic design of fine arts courses at university or TAFE.

M A R K E T INGMarketing professionals are responsible for how the event or

business’ brand is represented and where it is seen (and by whom).

The BWSC has a marketing team that does exactly that.

Marketing is an important process to help promote events such as

the BWSC to the right audience. The role of a marketing team can

also include creating and posting through social media, creating

awareness, advertising, website design, co-ordinating and managing

events and producing posters and brochures.

Marketers are constantly looking to see how their brand is

performing and what they can do to improve. The best marketers are

creative, innovative and pay strong attention to detail. They are also

good team players who work well with many internal and external

parties to achieve their results.

You can study marketing at most universities around Australia.

MEDI AThe Outback can be a challenging place and its extreme conditions

can be quite unexpected for competitors. At times, cars can be hours

from the next town or medical centre. For this reason, BWSC have a

medical crew that travels down the Stuart highway with the cars and

teams.

Many medical professions such as doctors, nurses and paramedics

require a tertiary qualification. Others, such as ambulance and

first aid officers may require formal training, but not tertiary

qualifications.

V OL UN T EER INGVolunteering is a great way to get real, hands on experience in your

area of study, or to simply get involved in events, organisations and

the community.

BWSC volunteers work across a variety of areas including

administration, scrutineering, traffic and control stop management,

operations and logistics, media and medical assistance.

Most events and organisations don’t require you to be studying at

university or TAFE to be a volunteer, but some may have specific

requirements, such as a Police Clearance Certificate.

Volunteering is also a very rewarding experience- you never who

you’ll meet or what it could inspire you to do.


C A R E E R S , I N D U S T R Y & C O U R S E S

A c a r e e r a d v e n t u r e

Some years ago, Chris Selwood was an Electrical Engineer who specialised in film set lighting, a career that he says, took him around the world.

Now, as Event Director of the Bridgestone World Solar Challenge, Chris brings the world to

Australia and leads them in a solar powered convoy 3000km down the Stuart Highway, all

the way from Darwin to Adelaide.

In 2019, Chris and the BWSC event team will be joined by 46 teams from 23 countries

different countries- a record number of entries and countries for the event as it celebrates

its 30 year anniversary.

Chris himself has been part of the event for almost 25 years, first joining in as a volunteer,

before taking on the role of Event Director in 1999.

Although an engineer himself, it wasn’t so much his professional background that

drew him towards the event, as much as the people involved, “I met solar pioneer Hans

Tholstrup at the 1993 event. I was inspired by him and others involved in the event and I’ve

been involved ever since”, says Chris.

A frequent guest of other solar challenges and events around the world, Chris believes

there are several things about the Bridgestone World Solar Challenge that make it unique

and the best challenge of them all.

“It’s actually not about racing” says Chris. “It’s about energy efficiency and endurance. But

more than that, it’s about the adventure of crossing the continent on solar power”.

When asked about the best thing about solar technology, Chris jokes, “Don’t ask a geek

what the best thing about the technology is!” he says, “The technology is the best thing in

its own right!”

He acknowledges though that, “the study of how things work and why, is fundamental

to the value chain of all things. The interest in technology harnessing solar power is

motivated by environmental concerns and the imperatives of sustainability.”

With an increased global interest in solar technology, the event brings some of the

brightest young minds and future engineering super brains to Australia, showcasing and

experimenting with the latest in solar powered technologies. And it doesn’t go unnoticed

by the giants of the tech and engineering worlds either, “Solar car alumi have found major

players in industry seeking their skills. Tesla and Google have sent recruiting agents to

the event and BWSC alumni are working in advanced automotive engineering at such

prestigious operations as CSIRO, SpaceX and NASA.”

As for Chris’ thoughts on solar powered vehicles, he thinks that we should see a lot more

of them in the future, “I think for many, many reasons we are all destined to drive electrical

cars in cities. We could do it now if we had political will to do it.”

CHRIS SELWOOD AMEvent Director, Bridges tone World Sol ar Challenge


L E S S O N P L A N S A N D A C T I V I T I E S

1. EngageStudents are asked to make

connections between past and present learning experiences and become fully engaged in

the topic to be learned.

2. ExploreStudents actively explore the concept or topic being taught.

It is an informal process where the students should have

fun manipulating ideas or equipment and discovering

things about the topic.

4. ElaborateStudents develop

a deeper understanding of sections of the topic.

3. Explain This is a more formal

phase where the theory behind the concept is

taught. Terms are defined and explanations given to

models and theories.

5. Evaluate Teacher and students

evaluate what they have learned in each section.

T h e f i v e e ’ s m o d e l


p i c t u r e t h i s

The images on the following page can be used in either of the following ways to engage students in solar vehicle racing:

1. Place the images on a board one at a time for students to guess what they represent. Tell them it is a science event and they have to piece the images together – a bit like with the game pictionary – in order to work out what the images represent.

2. Groups of students are given all the images and asked to ‘tell a story’ with them by trying to work out how they are related.

TEACHERs’RESOURCE[TASK] WORLD SOLAR CHALLENGE PICTURE ACTIVITY


E N G A G E


T E ACH E R ’ S I N F O R M AT I O N

The aim of the EXPLORE section is for students to investigate some of the ideas around what it means to be part of the Bridgestone World Solar Challenge. It is intended that the students make their own discoveries as they work around the stations in the room.

STATIONS MATERIALS LIST

Comparing solar cars Print off the photos provided on the following page, cut them out so students can compare them side-by-side and scatter them over the bench.

Streamlining A bowl of water

Some square/flat shaped objects, such as a wooden block and a lunch box

Some round/slim objects, such as marbles, boiled eggs

Plasticine Solar panels A selection of your schools solar devices, such as cars, windmills, etc. (Note: if the school doesn’t have any solar panels, various science suppliers sell cheap solar-powered toys and gadgets.)

A powerful lamp A sunny window sill

GPS A hand held GPS

Google Maps A computer to access Google Maps (maps.google.com.au)

Darwin to Adelaide terrain

Blank map of Australia A computer to access the Bureau of Meteorology website (www.bom.gov.au)

Calculating speeds Toy car

Ramp/plywood Stop watch Books/bricks

World Solar Challenge website quest

A computer to access www.worldsolarchallenge.org

E X P L O R E ( T E A C H E R ’ S P A G E )

The equipment table below lists the equipment and preparation required for each station. More detail is provided in the following pages.

TEACHERs’RESOURCE


E X P L O R E ( S T U D E N T A C T I V I T I E S )E X P L O R E ( T E A C H E R ’ S P A G E )

S TAT I O N S

FEATURE HOW MANY CARS HAD THE FEATURE?

WHY DO YOU THINK THIS FEATURE IS

IMPORTANT TO THE EFFICIENCY OF A

SOLAR CAR?

[TASK] COMPARING SOLAR CARS

Look at theimages of solar cars over the page and compare and contrast them using the table.

1. Look at the images of the solar cars your teacher has provided and compare them.

2. List their similar features in the table below, or create a similar one in your exercise book.


E X P L O R E ( T E A C H E R ’ S P A G E )


E X P L O R E ( T E A C H E R ’ S P A G E ) E X P L O R E ( S T U D E N T A C T I V I T I E S )


s tat i o n s

Complete the following activities and questions in your exercise book.

1 Drag the various shapes through the water and note, a) which ones were harder to move through the water. b) which ones were easier to move through the water.

2. Make a shape with the plasticine that is hard to drag through the water and draw a picture of it.

3. Design a shape with the plasticine that is easy to move through the water and draw a picture of it.

4. Suggest why you think the shape and design of a solar-powered car might help its performance?

Experiment with the solar panels provided by your teacher and answer the following questions in your exercise book.

1. How well do the solar panels work in the direct Sun, in the Sun through the window and with artificial light?

2. What happens when you put your hand in front of the solar panel?

3. Does the distance from the light affect how the solar panel works?

4. List any other factors you can find that affect how the solar panel works.

Take out the GPS device that your teacher has provided and complete the following activities and questions.

1. Locate your position on the GPS.

2. How does the technology inside the device know where it is, where does it send a signal to and where does it receive a signal from?

Trick question—it does not send a signal to anywhere!

3. Use the GPS to get directions to the nearest post office.

4. Is getting directions from a GPS easier than using a street directory? Why or why not?

5. Under which circumstances do you think that GPS tagging of animals or objects, so that a computer can always track them, would be useful?

[TASK] STREAMLINING

[TASK] SOLAR PANELS

[Task] GPS

On a computer, go to http://maps.google.com.au and complete the following questions and activities.

1. Use Google Maps to locate your school, local park and local library.

2. Use Google Maps to find the city centre of Darwin and the city centre of Adelaide. Click on ‘photos’ in the top right hand corner and describe the cities in your exercise book.

3. Can you also find Uluru (Ayers Rock) camping ground and Alice Springs? Click on ‘terrain’ in the top right hand corner and describe the terrain of these areas.

4. How are the maps of the cities made?

5. How are maps of the middle of Australia made, where there are few roads and inhabitants.

6. Why do you think Google made Google Maps?

7. What could people use Google Maps for?

On a computer, go to www.bom.gov.au and complete the following

questions and activities.

1. Use the Bureau of Meteorology website (www.bom.gov.au) to

create a typical weather map of the journey from Darwin to

Adelaide on the map of Australia provided.

2. Write the typical rainfall, sunshine, cloud cover, temperature,

wind speeds and wind direction for the next few days for Darwin

and Adelaide and two locations between the cities along the

Stuart Highway.

3. Which weather conditions would solar car drivers want to know in

advance of setting out on the road?

What weather conditions would be favourable for driving

solar cars?

Is there anything they can do if the weather conditions are not

favourable?

[TASK] GOOGLE MAPS

[TASK] DARWIN TO ADELAIDE TERRAIN


E X P L O R E ( S T U D E N T A C T I V I T I E S )

S TAT I O N S

Complete the following activities and answer the questions in your exercise book.

1. Use your exercise books to create a slope with the ramp.

2. Let the car go from the top of the ramp and time how long it takes for the car to stop.

3. Measure the distance the car travelled before it stopped.

4. Average speed is distance divided by time. Can you work out the average speed of your car in metres per second (m/s)?

5. Did the car travel at the same speed the whole time? Where was its peak speed?

On a computer, go to www.worldsolarchallenge.org and complete the following quiz in your exercise book.

1. When is the Bridgestone World Solar Challenge?

2. Where does the race start?

3. Where does the race finish?

4. How many cars have entered this year?

5. What are the teams allowed to do at the nine mandatory check points along the way?

6. What time of the day do the participants have to finish racing?

7. One of the event regulations is to supply a drawing. What must the participants include on that drawing?

8. Do participants have to wear a helmet when driving a solar car in this event?

9. What is the maximum physical dimension (size) allowed in length and width of the solar car? Name two other technical regulations required for solar powered vehicles to enter the BWSC.

10. When and where is the next challenge?

[TASK] CALCULATING SPEEDS

[TASK] WORLD SOLAR CHALLENGE WEBSITE QUEST

N O T E S


t e a c h e r s ’ i n f o r m at i o n

Each article will have its own literacy activities, which includes:

• Glossary

• Comprehension and summary

In this section, we expl ain the science of sol ar-poweredcars by ge t ting s tudents to read articles and World Sol arChallenge blogs about issues and applications of sol artechnology. This section sugges ts discussion topics andactivities linked to those articles. Before reading thearticles there is a br ains torm about sol ar-powered vehicles.

(TASK) BRAINSTORMING - GIVE ONE/GET ONE SOLAR POWER GAME

Write everything that you know about solar power and solar-powered cars in one of the boxes below. Then move around the room and swap a fact with someone else (you give them a fact and they give you one) until all the boxes are filled.

TEACHERs’RESOURCE


E X P L A I N ( I N T R O D U C T I O N )

‘ T h i s i s t h e f u t u r e ’: s o l a r - p o w e r e d f a m i ly c a r h a i l e d b y e x p e r t s .Agence France-Presse | Sun 15 Oct 2017 17.39 AEDT

As the annual solar race across Australia wraps up, a Dutch entry averaged 69kmh from Darwin to Adelaide and resupplied the grid. A futuristic family car that not only uses the sun as power but supplies energy back to the grid has been hailed as “the future” as the annual World Solar Challenge wrapped up in Australia.

The innovative bi-annual contest, first run in 1987, began in Darwin a week ago with 41 vehicles setting off on a 3,000km (1,860-mile) trip through the heart of Australia to Adelaide.

A Dutch car, Nuna 9, won the race for the third-straight time, crossing the finish line on Thursday after travelling at an average speed of 81.2kmh (55.5 mph).

It was competing in the challenger class, which featured slick, single seat aerodynamic vehicles built for sustained endurance and total energy efficiency.

But there was also a cruiser class, introduced to bridge the gap between high-end technology and everyday driving practicality.

German team HS Bochum was the first to arrive Friday with its stylish four-seater classic coupe, featuring sustainable materials such as vegan pineapple leather seats.

But another Dutch team, Eindhoven, was set to be crowned overall champion based on a system taking into account design, practicality, energy efficiency, and innovation, organisers said.

Their family car, Stella Vie, carried five people at an average speed of

69kmh, with event director Chris Selwood saying it was a practical

demonstration of what the future might look like.

“These incredible solar cars have been designed with the commercial

market in mind and have all the features you’d expect in a family,

luxury or sporting car,” he said.

“Team Eindhoven are to be congratulated on their achievement to

date – clearly the most energy efficient solar car in the field, capable

of generating more power than they consume.

“This is the future of solar electric vehicles. When your car is parked

at home it can be charging and supplying energy back to the grid.”

Cars in the race were mostly developed by universities or

corporations, with teams hailing from around the world.

They were allowed to store a small amount of energy but the majority

of their power had to come from the sun and the vehicle’s kinetic

forces.

Team Eindhoven said its vision had been to build a family car with a

balance between aerodynamic, aesthetic and practical design.

“We think we succeeded very well with a car that is more efficient

than its predecessors and includes some state-of-the-art

technologies to not only generate energy but also supply it back to

the grid,” they said.

“Through a smart charging and discharging system, she charges the

battery when the demand of energy from the grid is high and vice

versa. Any surplus energy generated can easily be supplied back to

the grid.”

Of the 12 cruiser-class cars that started, six finished.

As well as the German and Dutch entrants, vehicles from Australia,

Hong Kong, Taiwan and the United States also crossed the finish line.

A R T I C L E O N E


ARTICLE ONE:

https://www.theguardian.com/environment/2017/oct/15/this-is-the-future-solar-powered-family-car-hailed-by-experts

QUICK QUESTIONS:

1. In what year did the Bridgestone World Solar Challenge (BWSC) begin?

2. How far do cars have to travel to complete the BWSC?

3. Which team and car won the BWSC in 2017 for the below classes”

a. Challenger Class

b. Cruiser Class

LONG ANSWER QUESTIONS:

1. Summarise the difference between Challenger Class solar cars and Cruiser Class solar cars

2. In 2017, German team HS Bochum were the first Cruiser Class team to cross the finish line, but they were not the winners, why?

3. What does it mean to “charge back to the grid”? Why is this an important aspect of solar car Stella Vie’s design?

List and explain 3 differences between Stella Vie and your family’s car



By Jeremy Taylor 30 October 2017 • 6:03am

As a Britian descends into daylight savings time and darkness falls ridiculously early, thoughts turn to sunnier climes such as Australia where the summer is fast approaching. Hence the arrival of the World Solar Challege race which, by definition, wouldn’t be very spectacular on a damp island on the edge of the Atlantic in October.

The blistering sun of the Australian outback has sent many a traveller walkabout. Judgement is clouded by lack of water and daily temperatures over 40C – especially when the scorched alien environment creates a mirage of heat haze.

Today, out of the shimmering panorama passes a Jetson-style car that resembles a tea tray on wheels. More follow, each one steered by helmeted figure under a glass canopy. They glide past in silence at up to 85mph, each one more bizarre than the first - and each has been built by some of the brightest young minds on the planet in a road race for vehicles powered only by the sun.

Just making the chequered flag in a coast-to-coast dash from Darwin to Adelaide will be a major achievement. Cambridge University’s Eco-Racing team’s car took two years to build but was wrecked during tests just days before the start.

The notorious Stuart Highway is also one of the most dangerous roads in the Southern Hemisphere. Speed limits weren’t introduced here until 2007 and wrecked cars litter the hard shoulder as it cuts through the desert.

Some entries - mostly from universities and colleges around the world - will take a week to make the 1,800-mile journey. The record time of 29 hours and 49 minutes hasn’t been challenged since it was set by Japan’s Tokai University in 2009.

But in the no-octane world of motorsport, the World Solar Challenge is at the cutting edge of eco technology. It lures more than 40 teams to this inhospitable region of Australia every two years, pushing the boundaries of solar power to the sun-soaked limit.

Strapped in to my solar machine, I’m starting to understand why the race is as much about endurance as speed. I’ve had to undergo stringent tests and trials to get my ticket to drive – now I’m the first journalist in the 30-year history of the event to actually compete.

Temperatures inside the cabin have reached 50C and in this type of racing air-conditioning is an energy-sapping no-no. Instead, tiny air vents have been cut in the facia of my car, while a flimsy travel fan struggles in vain to blow air towards my face.

The Arrow should be driven at a steady 45mph for maximum efficiency Credit: Samuel Eames

I’m one of four drivers in Queensland-based Clenergy Team Arrow. My car is entered in the Cruiser Class, for vehicles designed to carry more than one person and judged as much for practicality as out and out speed. The faster, Challenger Class, vehicles are single-seaters that race to be first across the line.

The Arrow STF is a two-seater weighing just 480kg, with a top speed of about 92mph. However, driving a solar car is more about conserving energy than driving fast. Teams can store 10 per cent of energy produced in their batteries, the rest must come from the sun.

So when the clouds appear, every kilowatt of battery power becomes crucial. Teams are allowed an external charge as a last resort but it counts against their finishing score.

It means I spend much of my time behind the wheel balancing solar energy production with the speed of the car. A digital dashboard shows when I’m using too much right foot, or when Arrow STF is cruising at maximum efficiency.

A R T I C L E T W O


ARTICLE TWO CONTINUED

During testing on a smooth racing circuit, the Arrow was timed at 92mph. Every remotely horizontal surface is festooned with solar panelsCredit: Samuel Eames

As sweat soaks my T-shirt, I soon discover that using the brakes is frowned upon but coasting down inclines, or using momentum to cruise over the brow of a hill is fine. The team chase car tells me to aim for a constant 45mph – remarkably difficult, on an even road.

Fortunately, I don’t have to wear a fireproof race suit but it’s still ridiculously hot. Aerodynamics dictate that the side windows don’t open – the team claims Arrow is three times more aerodynamic than a Tesla Model S.

My only source of comfort is a water bottle strapped to the back of the driver’s seat. Fatigue and dehydration are never far away and it’s a major effort to suck water from the pipe that runs over my shoulder and into the bag.

I’m racing a two-hour leg of the challenge from just south of Darwin to Katherine, a remote town known as the place where the outback meets the tropics. I had wanted to drive more but it’s already a battle to stay focussed, with one stretch of road measuring a 26-mile straight.

Apart from giant mosquitoes and the five deadliest snakes in Australia, wandering kangaroos create a very real road danger here. They are most active at sunset - the main reason why all teams have to stop at 5pm every day, camping at the roadside until daybreak.

Even worse are the road trains – four-trailer trucks that leave a trail of wind disturbance in their wake. Stuart Highway is known locally as “the track” and every time one of the 173ft-long trucks blasts past I’m left cursing.

And because Arrow STF has sensitive steering, the buffeting is amplified still further. The car also runs on narrow scooter tyres, reducing rolling resistance to an absolute minimum but making the car feel light and skittish.

The author (front) with the Queensland-based Clenergy Team Arrow squad Credit: Samuel Eames More

The bodyshell is made from carbon-fibre, with an array of solar panels that cover every inch of the roof and bonnet. The delicate panels are covered in Gorilla Glass, the same protection used on the screens of a mobile phone.

A pair of lithium-ion batteries sit in the boot. Located forward of the rear axle, they help give Arrow STF a modicum of road-going stability. Otherwise the cockpit is basic in the extreme.

Thirsty work: it’s difficult driving for two hours at a constant speed when cockpit temperatures reach 50 degrees Centigrade.

By the time I coast in to the first checkpoint at Katherine I have to be hauled from the driver’s seat. Mentally and physically exhausted, the team pours water over my head and half carries be to the shade of a tree. Another driver is strapped in and the gruelling race continues.

The Arrow is still very much in the development phase but it’s so efficient that the car could travel at 25mph indefinitely, powered by sunlight alone. In a sunny urban environment that could be a winner – a fact not lost on the team.

Clenergy hopes to offer the first commercially available solar car in the world by next year. Based on the Arrow STF, it has already received more than 30 inquiries from potential buyers. The coupe will feature satellite navigation, an infotainment system and luggage space front and rear.

Thankfully, air-conditioning will be standard…

Full details at worldsolarchallenge.org

THE FACTS

Arrow STF (Sports Touring Framework) PRICE £148,000 (est) TOP SPEED 92mph (est) ACCELERATION 0-60mph in 7sec (est) RANGE 400km (250 miles) BATTERIES 2 x 18kW lithion-ion



QUICK QUESTIONS:

1. What is the record time for completing the BWSC?

2. Who set this record, and in what year?

3. What time must teams stop driving each day?

4. What is the range (how far the car can go without charging) of The Arrow?

LONG ANSWER QUESTIONS:

1. Team Arrow’s car has a top speed of 92mph (148kmph) but it cannot be driven at this speed for long periods of time, explain why.

2. List three of the materials or design features of the Team Arrow car. Discuss why you think they are important with a partner.

3. Why is it so hot inside a solar car? How would adding a cooling system for the driver (such as air conditioning) affect the car’s performance?

4. Explain how the weather effects the function of a solar car?


A R T I C L E T H R E ENUON SOLAR TEAM BLOG

This blog post talks about some of the preparations that a World Solar Challenge team needs to go through to make the journey from Darwin to Adelaide, other than having a well-built solar car!

P R E P A R I N G F O R T H E C H A L L E N G E .By Michel van Baal, spokesman TU Delft • 14 October 2015

You might think that the World Solar Challenge is all about building an excellent solar car. Obviously it is, but to win the Challenge, there is a lot more to do than that. Last Friday, I flew in with the Support Crew, to help preparing. These are all former Nuna team members who bring a lot of experience with them. We have a car in pretty tiptop shape, so now a huge amount of dedication is put into getting a million details right. It might not be necessary to drive the challenge, but it certainly is to win.

ConvoyMuch attention in the preparation is put into preparing the convoy. You don’t only need a solar car, but also vehicles to support it. The two most important, and mandatory, vehicles are called ‘Scout’ and ‘Mission Control’, but in fact there are quite a few more. All vehicles need to be stickered to indicate they are part of Nuon Solar Team, and have mandatory stickers to tell other road users which communication channel the team is using. This way, for instance other teams and the huge road trains that we share the road with can communicate with us in case of overtaking. Safety first, obviously.

Mission Control is by far the most work for the support crew, as it is the brain of the strategists, where all information (weather, road conditions, performance of the car) comes in and where decision on the strategy are made. Mission Control carries an array of antenna’s and a fair bit of computer power.

This is far too much for the battery of the poor car, so it has a massive additional battery to deal with the additional electricity need.

Providing electricity is a major job in many other vehicles too, as we do things like meteo downloads or photo and video editing on the fly. As many readers recognise, quite a lot of equipment doesn’t charge well on 12V (Apple, ahem), most cars are therefore equipped with 220V. And dongles. And WiFi-antennas. And external satellite phone

antennas. And… etc etc. Preparing the Convoy is a major job, and a major planning exercise as the cars are also used for various tasks, such as shopping. So it requires planning and oversight to make sure the cars are where we need them at the right times.

Reconnaissance

As the last editions have shown, the difference between winning or losing can really be minutes. Between Tokai and Nuon Solar Team last year, the time difference was for most of the Challenge less than 30 min. As winning is a matter of excluding the factor of bad luck as good as you can, the start is rehearsed by ‘Scout’ and ‘Mission Control’ exactly a week before, on Sunday morning.



To find out which lanes are best to use and to make sure we can exit city traffic around Darwin as smoothly as possible. Although traffic in Australia is extremely light compared to the Netherlands, around cities it can be busy. Especially with over 40 solar team convoys leaving town. Precious minutes can be lost by making the wrong decisions.

Shopping!A vital element of preparation is shopping. We will be in the outback for four or five days, camping in the middle of nowhere. Shopping is vital. This is not the usual Saturday shopping, but sometimes emptying complete shelfs of products in the supermarkets. A precious resource that many teams need is ‘Demi-water’, demineralised water.

It is used to spray over solar arrays at control stops to keep the temperature down (and consequently: to maximise the output). Finding demi-water in October is pretty hopeless, as all top teams need it, so you better stock up early.

Using normal water, either bottled or tap, for that task is a really bad idea: the water evaporates and leaves a layer of salts on the array. Obviously, not good for its efficiency. It’s a great time for local shops with about 50 solar teams around. At J-Car, the local electronics shop, they keep a list of the solar teams that visited them, which is probably all of them.

Details, details, detailsAnd then a million details. Bianca, PR, found out that the phones we use for livestreaming become very hot on the dashboard, despite air conditioning. A problem that was sorted with a quick fix: a simple fan blowing air over it. We need 4 pairs of gardening gloves, with rubber on the inside. Why? Because your hands get very slippery when it is 40 degrees, and the last thing you want is drop your solar car out of your hands. So we buy minimum 8 pairs. Things get lost.

You can’t win the World Solar Challenge with all these preparations. But you sure can lose it, if you don’t get it right.

(TASK) ASSIGNING TEAM ROLES

Get into small groups and assign everyone a team role.

Discuss in your small groups what each team member should or needs to do, then present back to the class.

You might like to use the below roles as a guide:

• Team Manager

• Mission Control

• Reconnaissance (“Scout”)

• Supplies Manager

• Team Media Manager (responsible for things like photos, social media and writing reports about the car and team along the way).

(TASK) WATCH - MEET STELLA LUX: THE ENERGY POSITIVE FAMILY CAR

https://www.youtube.com/watch?v=2SMCZ-lXBvA

In this 56 minute documentary, you will meet Stella Lux, the energy positive family car and follow Solar Team Eindhoven’s journey from build to completion of the 2015 World Solar Challenge.


about the cosmos Science matrix TEACHERs’RESOURCEWhat is the COSMOS Science Matrix?

A learning matrix such as the COSMOS Science Matrix is a

flexible classroom tool designed to meet the needs of a variety

of different learning styles across different levels of capabilities.

Students learn in many different ways – some are suited to

hands-on activities, others are strong visual learners, some enjoy

intellectually challenging, independent hands-off activities, while

others need more guidance. The matrix provides a smorgasbord of

science learning activities from which teachers and/or students

can choose.

Can I use the matrix for one or two lessons, or for a whole unit of study?

The matrix is designed to be time flexible as well as educationally

flexible. A time frame for each activity is suggested on the matrix.

Choose to complete one activity, or as many as you like.

Is there room for student negotiation?Yes! Students can be given a copy of the matrix and choose their

own activities, or design their own activities in consultation with

their classroom teacher.

Can I use the matrix for a class assessment?Yes! You can set up a point system – perhaps one lesson equals

one point. Students can be given a number of points to complete.

If they choose less demanding activities, they will have to

complete more of them.

ROW HEADING DESCRIPTION OF ACTIVITY

Scientific procedureHands-on activities that follow the scientific method. Includes experiments and surveys.

Great for kinaesthetic and logical learners, as well as budding scientists

Science philosophyThinking about science and its role in society. Includes discussion of ethical issues, debates and

hypothetical situations. An important part of science in the 21st century.

Being creative

with science

For all those imaginative students with a creative flair. Great for visual and musical learners and those

who like to be innovative with the written word.

Science time travelHere we consider scientific and technological development as a linear process by looking back in time

or travelling creatively into the future.

‘Me’ the scientist Personalising the science experience in order to engage students more deeply.

Communicating

with graphicsUsing images to communicate complex science ideas.

ICT Exploring the topic using computers and the Internet.

What do the row headings mean?

What do the column headings mean?

1. READ AND REVISE 2. READ AND RELATE 3. READ AND REVIEW

Designed to enhance student comprehension of information.

Gives the student the opportunity to apply or transfer their learning into a unique format.

Involves the more challenging tasks of analysing, and/or assessing information in order to create and express new ideas and opinions.


E L A B O R A T E

TEACHERs’RESOURCE

1. READ AND REVISE 2. READ AND RELATE 3. READ AND REVIEW

SCIENTIFIC PROCEDURE

Conduct simple solar panel experiment with Experiment 1.

Calculate the different speed of a car in motion. See Experiment 2.

Brainstorm ideas about aerodynamic body shapes of vehicles or resistance factors in car tyres. Either:Design an aerodynamic paper plane or solar car and test its speed. Adjust one aspect to attempt to improve the model and scientifically test it to see if the performance has improved.ORTry two different tyre pressures you can add to a test vehicle and design and conduct a scientific experiment to find out which has the least resistance.

SCIENCE PHILOSOPHY

Why do you think we aren’t using solar cars to get around on a day-to-day basis?

Teams come from all over the world and from different backgrounds to take part in the World Solar Challenge. Draft a policy that you think will allow the teams to compete fairly, given differences in experience, financial support, time, driver expertise etc. For example, should there be a price limit on the materials that teams can buy? Or a limit on the amount of time they spend making their vehicle? Should teams be allowed to store the Sun’s energy in batteries?

BEING CREATIVE WITH SCIENCE

Design a logo for the World Solar Challenge that can go on everything from t-shirts to balloons.

Come up with an advertising idea for the World Solar Challenge that aims to promote it and its importance in regards to sustainable energy to people around the world. You can draw a magazine advertisement or write a script for a television commercial.

Design your own solar powered car using materials around the classroom. You will need to consider its weight, aerodynamics and tyre resistance. Demonstrate your car showing its features and how it works.ORDriving a solar car for roughly eight or nine hours a day can be cramped and uncomfortably warm. Design a ‘smart’ uniform that your team’s driver could wear to keep them as comfortable as possible as well as collect data on their body conditions. Keep in mind that it can’t be too heavy to weigh the car down and that helmets are compulsory.

SCIENCE TIME TRAVEL

Imagine you are a solar vehicle designer and driver of the future. Write your own blog on how you would like the race to go … be realistic as well as optimistic!

Write a story for an explorers magazine on the history of the World Solar Challenge – from when John McDouall Stuart explored it to now.

Write a futuristic scenario (cartoon, narrative etc) where the laws on GPS tracking of people are not particularly tight. Include some of the possible problems that might be encountered by the ‘geoslaves’ as well as the advantages to their ‘geomasters’. In your story, demonstrates how knowing someone’s movements might help trackers control other aspects of their lives.

‘ME’ THE SCIENTISTA

You are an engineer interested in aerodynamics. Design a paper plane or a land racer (boat that can be blown across the room with a straw) out of a single piece of paper and try to find the design that can travel the furthest across the room.

You are a solar engineer thinking of entering a solar vehicle race. Build your own virtual solar powered car and race it against the computer. Visit http://wsc.pv.unsw.edu.au/

For you, physics is fun. Create a lesson for other students that includes images, props, activities and questions that shows how either a solar cell or a satellite and GPS system works.

COMMUNI-CATING WITH GRAPHICS

Draw a map of the WSC track adding in all of the check points.

Solar panels are energy converters. The conversion of energy can be drawn as a flow chart, for example for solar cars: radiant energy –> electric energy –> kinetic energy (movement). Bring in a solar powered gadget or toy from home to show the class, and draw an energy flow chart showing how the Sun’s energy is converted into whatever it is your gadget does.

Complete a Venn diagram to compare how photosynthesis in a plant converts sunlight into energy with the ‘artificial photosynthesis’ of a solar panel. You will need to research the physics of both to find out how they are similar and how they are different.

ICTWrite your name or make a GPS drawing using a hand held GPS tracker.

Watch this video on YouTube: www.youtube.com/watch?v=K84FKQryG00 and pick a favourite solar car. Google this car and compile a fact file about it, including the year it raced and where the team came from.

Create a digital map of a designated area in or around your school using a hand held GPS tracker. Before you start, you need to think about how you will represent a steep slope, a gentle slope, boundaries, paths, vegetation or any other item that needs to be represented in the area.


experiment 1

BACKGROUND INFORMATIONSolar vehicle drivers and engineers are always conducting experiments to try to find out how their solar panels work under different conditions in order to try to get the most out of them. Even the smallest improvements in the efficiency of the solar panels can have a big effect over a long-distance race.

AIMTo identify the effect of some of the variables that may influence the efficiency of a solar panel.

MATERIALS• A solar car (a solar toy or gadget such as a fan or a torch can also be used if a solar car is not available) • An artificial light source such as a lamp • A water bottle that can spray a fine mist • Retort stand • A set square

METHODSetting up:

1. Decide how you can measure the performance of your solar gadget i.e. the number of times the blades on a windmill turns, the number of times the wheels on a solar car rotates, the intensity of the light (in lux) a solar torch can shine.

2. Set up your lamp and solar gadget so that: a) the solar panel is facing the light, b) you are easily able to observe the data you want to record, c) the gadget works well.

3. In your exercise book, write down the method you are going to use to record the performance of your gadget.

4. Provide an appropriate title for the data you will be recording in the right hand side column of table 1 and table 2 in the results section on the following page.

5. Proceed with part 1 and/or part 2 of the methods.

PART 1 - WHAT EFFECT DOES THE ANGLE OF THE SOLAR PANEL HAVE ON ITS EFFICIENCY?

Before you start conducting this experiment, hypothesise what might happen to the efficiency of the solar panel when it is angled towards and away from the light source.

HYPOTHESIS:

I think that because

1. Set up your solar panel so that the light source shines directly on the solar panel. Call this 0°.

2. Measure the performance of your gadget and record it in table 1 in the results section on the following page.

3. Turn the solar panel a little so that it is turned away from the light approximately 10˚. Estimate the angle using the set square.

4. Measure the performance of your gadget and record it in the results in table 1 in the results section on the following page.

5. Turn the solar panel a little further so that it is turned away from the light approximately 20°. Estimate the angle using the set square.

6. Measure the performance of your gadget and record it in table 1 in the results section on the following page

7. Turn the solar panel a little further so that it is turned away from the light approximately 30°. Estimate the angle using the set square.

8. Measure the performance of your gadget and record it in table 1 in the results section on the following page.

PART 2 - WHAT EFFECT DOES POLLUTION OR CLOUD COVER HAVE ON THE EFFICIENCY OF A SOLAR PANEL?

Before you start conducting this experiment, hypothesise what might happen to the efficiency of the solar panel when there is pollution or cloud cover in the area.

HYPOTHESIS: I think that because

1. Set up your solar panel and light source so that they are horizontal to each other and the gadget is working well. Try to increase the distance between them to about 30 to 40 cm. Note: do not set the gadget directly under or above the light, but so they are side-by-side.

2. Take a measurement of the performance of your gadget and record it in table 2 in the results section below as the pre-trial result.

3. Now spray a fine mist of water between the solar panel and the light source, avoiding wetting either the light or the solar panel. If you have set up the light source and solar panel side-by-side the water will fall on the bench between them and not on either one of them.

4. While the mist is being sprayed, measure the performance of your solar gadget and record it in table 2 on the following page.

5. Repeat steps 3 and 4 two more times.

SOLAR PANELS


E L A B O R A T E

RESULTS

TABLE 1 - EFFECT OF THE ANGLE OF THE SOLAR PANEL ON EFFICIENCY

Angle in Degrees (°)

0

10

20

30

TABLE 2 – EFFECT OF POLLUTION OR CLOUD COVER ON SOLAR PANEL EFFICIENCY

Trial Number

Pre-trial without water spray

1

2

3

Average

In your exercise book, draw a graph to show either the effect of the angle of the solar panel or the effect of pollution/cloud cover on the efficiency of the solar panel.

DISCUSSION1. In your exercise book, describe the conditions under which the

solar panel was the most efficient and performed the best.

2. Describe the conditions under which the solar panel was the least

efficient and performed the worst.

3. How well do you think the experimental conditions of this

investigation were able to model real life problems with the angle

of the solar panel to the Sun? Explain why you think this.

4. How do you think solar vehicle drivers and engineers might test

the efficiency of their solar panels in relationship to the angle of

the Sun?

5. From the knowledge gained in your experiment, how might

you advise a solar vehicle engineer where they should place solar

panels on their vehicles in order for them to work with the

greatest efficiently?


investigation were able to model real life problems with pollution

or cloud cover? Explain why you think this.


the efficiency of their solar panels in relationship to cloud cover

or pollution?

8. What other variables could you test in the laboratory that

might help you understand how well solar panels work under

different conditions?

CONCLUSIONIn your exercise book, write a conclusion that responds to the aim and

summarises your results.


experiment 2

BACKGROUND INFORMATION

Solar vehicle drivers and engineers are always conducting experiments to try to find which variables affect the speed and distance their machines can travel. In particular they might look at changing the shape of the vehicle to reduce air resistance, reducing its mass or altering the pressure in the tyres in order to decrease friction.

AIM

To identify the effect of air resistance and friction on the distance and speed a toy car can travel.

MATERIALS

• Toy car • Ramp • Stop watch • Tape measure • Plasticine • Recycled cardboard (e.g. old cereal box cut up) • Sticky tape • 50g weights • Baby oil • Sand • Soapy water and sponge • Towel

HYPOTHESIS In your exercise book, write a hypothesis that suggests the best conditions under which a car will travel the greatest distance at the greatest speed and give reasons as to why you think this.

METHOD

PART 1 – EFFECT OF TYRE/GROUND FRICTION ON THE DISTANCE AND SPEED A CAR CAN TRAVEL

1. Set up a ramp for the car to run down and strap a piece of sticky tape across the ramp to mark the start line.

2. Place the car on the start line and let it go. Measure the distance the car travelled and the time it took to stop. Record both these results in Table 1 in the results section on the following page.

3. Rub baby oil on the tyres of the car.

4. Place the car on the start line on the ramp and let it go. Measure the distance the car travelled and the time it took to stop. Record both these results in Table 1 below.

5. If the oil has come off, add a little more and then dip the car tyres in sand.

6. Place the car on the start line and let it go. Measure the distance the car travelled and the time it took to stop. Record both these results in Table 1 below.

7. Clean up all oil and sand using warm soapy water and sponge. Make sure you do not leave any wet areas by mopping up all water with a towel.

8. Check with your teacher that your equipment is clean enough before you move on to the next part of the investigation.

PART 2 - EFFECT OF THE SHAPE OF A CAR ON THE DISTANCE AND SPEED IT CAN TRAVEL

1. Set up a ramp for the car to run down and strap a piece of sticky tape across the ramp to mark the start line.


3. Measure the height and width of the car and cut out a piece of cardboard with the same dimensions as the car. Stick the piece of cardboard to the front of the car so that it looks like it has a big board in front of it.

4. Place the car on the start line of the ramp and let it go. Measure the distance the car travelled and the time it took to stop. Record both these results in Table 2 in the results section on the following page.

5. Cut out another sized piece of card to stick on the front of the car, or a different shape piece of card, or place some card on other parts of the car in order to improve or reduce aerodynamics.


7. Experiment with any other ideas you might have about additions to the car that might affect the air resistance. Collect all data on time and distance travelled in Table 2 in the results section on the following page.

Note: you will have to add in titles for the rows where you tried different ideas.

CALCULATING SPEED AND DISTANCE


E L A B O R A T E

PART 3 - EFFECT OF MASS OF THE CAR ON THE DISTANCE AND SPEED A CAR CAN TRAVEL

TABLE 1 – EFFECT OF TYRE/GROUND FRICTION ON THE DISTANCE AND SPEED THE CAR CAN TRAVEL

Tyre friction Distance travelled (m) Time it took for car to stop (s) Speed (distance/time)

Standard car with no changes

Car with oiled tyres

(less friction)

Car with sandy tyres

(greater friction)

Write your own method in your exercise book showing how you might use the 50g weights to identify the effect of mass

on the distance the car travels, the time it takes before it stops and its overall speed.

TABLE 2 – EFFECT OF THE SHAPE OF A CAR ON THE DISTANCE AND SPEED IT CAN TRAVEL

Aerodynamic condition Distance travelled (m) Time it took for car to stop (s) Speed (distance/time)

Standard car with no changes

Car with rectangular panel the

same height and width of car

attached to front

(Write your idea here)

(Write your idea here)

TABLE 3 – EFFECT OF MASS OF THE CAR ON THE DISTANCE AND SPEED THE CAR CAN TRAVEL

Draw your own data table here or in your exercise book before you gather the data from the experiment you have designed.


E L A B O R A T E

Draw your own data table here or in your exercise book before you gather the data from the experiment you have designed.

DISCUSSIONAnswer the following questions in your exercise book.

1. 1. Describe the conditions under which the car can travel the

furthest distance.

2. Describe the conditions under which the car can travel the

least distance.


investigation were able to model real life problems with tyre tread,

aerodynamics, and vehicle mass?


the effect of tyre pressure, aerodynamics, and vehicle mass in

real life?

5. What efforts did you take during this investigation to ensure your

results were reliable? That is, did you repeat the results at all

to see if they were consistent, or did you compare them with other

students that conducted the same experiment? Explain.

6. For each of the three parts to this experiment, suggest the variable

you manipulated or changed, the variables you controlled and the

variables that you couldn’t control that might have had an effect

on the experimental results. A few have been done to help you.

Experiment Variable manipulated Variables controlled Variables not controlled

Part 1: Tyre traction How slippery the tyres were

Part 2: Aerodynamics Amount of air resistanceThe added mass due to the

extra cardboard

Part 3: Mass

7. Overall, do you think your experimental design for part 3 was valid?

Use the information you have put in the table in Question 6

to make a judgement on whether you were able to control all the

variables except the one you were manipulating.

8. What other variables could you test in the science laboratory that

might help you understand how far cars can travel in a solar

powered event such as the BWSC from Darwin to Adelaide?

CONCLUSIONWrite a conclusion that summarises your results and responds to the aim.


E V A L U A T E

Bridges tone World Sol ar Challenge crossword

ACROSS2. The Bridgestone World Solar Challenge course runs from ______ to Adelaide.

3. Driver position can be monitored using this (abbreviation).

6. Solar cars should aim to be energy _________.

8. The type of issue that can arise due to GPS privacy concerns.

10. Solar-powered cars must stick to the speed limit during the Bridgestone World Solar Challenge: yes or no?

12. The energy of the moving car is which type of energy?

13. In the Bridgestone World Solar Challenge, it is more important to cover the greatest ________ efficiently than travel at the fastest speed.

15. Energy can be stored in this.

16. In October 2019 Australia is hosting the Bridgestone World Solar _________.

DOWN1. Many student teams in the Bridgestone World Solar Challenge come from these.

4. GPS units use signals from a _________ to help determine position.

5. A solar vehicle driver in the Bridgestone World Solar Challenge must wear this.

7. An aerodynamic shape reduces this (two words with space).

9. Too many of these in the sky will slow down solar vehicles.

11. Its rays provide the energy for solar cars to work.

14. The Bridgestone World Solar Challenge is run every ___ year(s).

Across: 2. Darwin, 3. GPS, 6. efficient 8. ethical, 10. yes, 12. kinetic, 13. distance, 15. battery, 16.

challenge Down: 1. universities, 4. satellite, 5. helmet, 7. air resistance, 9. clouds, 11. Sun, 14. two

6

4

8

3

2

1

12

1110

1413

9

5

7

15

16


Bridges tone World Sol ar Challenge word search

P R P C K T C L O U D S W E T

C O E D I M E C E F W H E C H

N I L E R M O R R N G X A N G

U R A L N V A I R S A Y T A I

S E I T U I C N N A G P H T E

H V N B L T G O Y O I D E S W

S I F E I O I N L D S N R I T

A R P O R T V O E H O P Z D H

T D N A A G N E N X J R G N G

E F O C D H Y D E E P S E I I

L E O A C N O I T C A R T A L

L L E E V I R B A T T E R Y M

I R T E F F I C I E N C Y C D

T R E C N E I C S R A L O S L

E Q K E G P O W E R K W Z L H

FIND THE FOLLOWING WORDS hidden backwards, forwards, diagonally, downwards and upwards:

solar, panel, GPS, aerodynamic, friction, tread, traction, lightweight, battery, terrain, weather, driver, science, technology, engineer, voltaic, clouds,

pollution, efficiency, power, speed, distance, Sun, energy, location, satellite

a) Ask each student to call out a word related to solar panels, GPS

or any other aspect of solar cars. Record these on the board.

b) Each student must pick six words from the board and write a

definition for each.

c) Students then pick four more words from the board and write a

paragraph describing them. They should highlight their chosen

words in the paragraph.

d) Students create a concept map showing all they have learnt

about solar-powered vehicles using at least half the words from

the board. They should show links between words and write along

lines connecting words to show how the terms are related.

CREATE YOUR OWN BRIDGESTONE WORLD SOLAR CHALLENGE QUIZ


E V A L U A T E

Bridges tone World Sol ar Challenge individual unit review

WHAT ABOUT YOU? DRAWING

Describe your favourite activity during this unit of study. Create an image that summarised this unit of work for you.

LEARNING SUMMARY YOUR PHILOSOPHY

Write five dot points of things that you learnt about solar energy. Describe your overall thoughts about solar power after

completing this unit.

Has this unit of work changed your thinking about

solar power?

Are you more interested in learning about solar energy after

studying it at school?

MORE QUESTIONS? METACOGNITION

Write three questions that you still have about solar panels,

solar vehicles, GPS or anything else related to this unit of study.

Which activities did you find helped you learn the easiest?

Why?


E V E N T I N F O

Static ScrutineeringMonday 7 – Thursday 10 October, Darwin Convention Centre

Before teams can put their cars on the road, they must prove that they have been built correctly to event regulations. Watch on from our viewing platform as teams open their cars up, hoping to gain the ultimate approval from our Academic Faculty.

Dynamic ScrutineeringSaturday 12 October, Hidden Valley Raceway 8am – 2pm

How fast can a solar car go? Come to Hidden Valley Raceway to find out! Watch on as teams complete their dynamic scrutineering- showcasing their turning, braking and speed capabilities.

Darwin Start LineSunday 13 October, 8am

Join us on the steps of Parliament House to cheer on our 2019 teams as they begin their 3,000km solar-powered journey to Adelaide.

w h e r e c a n y o u s e e t h e B W S C ?s tart line • darwin

City of Adelaide Finish LineVictoria Square/Tarntanyangga Open Thursday 17 October – Saturday 19 October, 9am- 6pm and Sunday 20 October 9am – 4pm

Visit the City of Adelaide Finish Line and be inspired by the future of Solar and renewable energy technology, including free entertainment and interactive science activities for the kids.

If you’re lucky, you might even catch some teams as they cross the line, completing their 3,000km Challenge.

Cruiser Class JudgingSaturday 19 October, 9am -2pm

Cruiser Class vehicles are designed with the future of renewable energy transport in mind. Because of this, they are not judged on being the fastest, but rather their efficiency and practicality.

Bridgestone World Solar Challenge Street ParadeSunday 20 October, 3pm

Get one last look at the 2019 BWSC teams as they depart from Victoria Square/Tarntanyangga, celebrating the end of another successful BWSC. Visit worldsolarchallenge.org for the full parade route.

finish line • ADEL AIDENot in Adelaide or Darwin? That’s ok, you won’t miss out! You can watch our live stream (along with thousands of others around the world) of the start line in Darwin and keep an eye out on our social media to follow all the City of Adelaide Finish Line arrivals in Adelaide.

You can also track and follow the GPS location of the solar cars as they travel down the route.

If you live on or near the BWSC route, you can even use this tool to determine when they will be passing through or near your town. Why not come out to see them as they drive past?

Visit www.worldsolarchallenge.org for more info.


The sun shines, the human travels,

it is a challenge for the future

hans tholstrup, Event Pioneer


N O T E S


The RiAus PDplus Teacher Notes publication is produced by COSMOS

magazine for the Royal Institution of Australia (RiAus). This resource

is made possible thanks to support from:

© 2011 Luna Media Pty Ltd, all rights reserved.

No part of this publication may be reproduced in any manner

or form for commercialpurposes or outside of an educational

setting. COSMOS, The Science of Everything™ is protected

by trademarks in Australia and the USA. This guide was first

published on 27 July 2011.

#BWSC19 WORLDSOLARCHALLENGE.ORG

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13 20 OCT. 2019 - World Solar Challenge 2019 · 2 2019 • BWSC Learning Guide In 1982, solar pioneers Hans Tholstrup and Larry Perkins embarked on a quest that would see them drive