2017 - World Solar Challenge · About the guide 2 2017 • BWSC Learning Guide As the world embraces solar power across many forms of technology, there is one great adventure in Australia

2017 8-15 October

DARWIN TO ADELAIDE

2017 BWSC

learning guide

#BWSC17worldsolarchallenge.org

contentS

about the guide • 1

backgrounD • 2

careers, industry & courses • 6

Lesson plans & activities • 9

engage • 10

explore • 12

explain • 16

elaborate • 27

evaluate • 35

Event Info • 38

1BWSC teaching guide - 2017

Backgrounder

@WorldSolarChallenge

@WorldSolarChlg

@world_solar_challenge

World Solar Challenge

Follow the 2017 BWSC on Social Media

About the guide

2017 • BWSC Learning Guide 1

The five e’s model

The 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:

Engage Students are asked to make connections between past and present learning experiences and become fully engaged in the topic to be learned.

Explore Students 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.

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.

Elaborate Students develop a deeper understanding of sections of the topic.

Evaluate Teacher and students evaluate what they have learned in each section.

How to use this guide

This 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 7 – 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.

Please visit www.worldsolarchallenge.org to check when the Bridgestone World Solar Challenge will pass through your city or town.

About the guide

2 2017 • BWSC Learning Guide

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 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 (hybrids such as the Prius are also partly electric) 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 global warming.

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.

This can be achieved with low-resistance tyres, by making the car as light as possible, and 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.

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.

In 1982, solar pioneers Hans Tholstrup and Larry Perkins embarked on a quest that would see them drive a home-built 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.

WHAT IS THE BRIDGESTONE WORLD SOLAR CHALLENGE?

THE BRIDGESTONE WORLD SOLAR CHALLENGE

Background

what are solar-powered cars?

Backgrounder

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 • BWSC Learning Guide

Here’s a list of the challenge winners over the years – notice how the speeds have increased due to improved design and solar panels.

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

3

honour roll

background

About the guide

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.

The route

Where does the challenge take place?


Backgrounder

ChallengeR

Visually 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 Driver: 1 Stages: Single stage, Darwin to Adelaide

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.

Cruiser

Recognising the imperatives of sustainable transport, the Cruiser Class was established to encourage solar cars designed for practicality.

Wheels: 4 Driver / Passenger: 1/1+ both facing forwards Stages: One stage, conducted as a regulatrity trial.

adventure

The Adventure Class is non-competitive and allows cars built for previous editions of the event to run again, usually with new team members.

background

the classes

HOW DO WE MONITOR THE CARS?


“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

Careers On The Rise


Being 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 30 years.

As a STEM student, 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.

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.

Engineering

Within 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.

IT & Communications

With 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.

Sponsorship and Media

Building 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 – like 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.

event management

It 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.

Graphic Design

Graphic 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.

Where could the BWSC take me?

Careers, industry and courses


MARKETING

Marketing 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.

MEDICAL

The 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.

Volunteering

Volunteering 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.

About the guide

Andris “Andy” Samsons

Current Occupation: Senior Engineer- Driver Assistance Technologies for Ford of Australia

Name of team(s): - Bridgestone World Solar

Challenge Event Staff- Aurora Vehicle Association- University of Michigan

Solar Car Team

Positions in World Solar Challenge teams: In both the University of Michigan Solar Car Team and the Aurora Vehicle Association I was the Solar Car Driver. I have also been the Aurora Team Leader and in 2015 I was an Expert Commentator for the Bridgestone World Solar Challenge.

Years involved: I was first involved in the 1993 and 2001 World Solar Challenge with the University of Michigan. I returned in 2005 with the Aurora Vehicle Association and haven’t missed an event since! In 2015 I worked as an Expert Commentator for the Bridgestone World Solar Challenge team and will be back doing that again this year.

Highlight of the World Solar Challenge: Experiencing the Outback firsthand. It fundamentally changed my view of the world and our place in it.

Any tips for future competitors: This is not a motor race. This event challenges you and your teammates to project manage, fund, design, engineer, build, test and field a car in what is arguably the world’s most difficult design competition and one of the great adventures of our time.

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CHRIS SELWOOD AM Event Director, Bridgestone World Solar Challenge

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 2017, Chris and the BWSC event team will be joined by 50 teams from 26 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.”

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.

Careers, industry and courses


A career adventureChris Selwood received the honor of being made a Member of the Order of Australia (AM) in the Queens Birthday awards 2017 for “significant service to science, technology and the community.”

lesson plans and activities


The five e’s model

Engage Students are asked to make connections between past and present learning experiences and become fully engaged in the topic to be learned.

Explore Students 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.

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.

Elaborate Students develop a deeper understanding of sections of the topic.

Evaluate Teacher and students evaluate what they have learned in each section.

10 BWSC teaching guide - 2017

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.

[Task] World Solar Challenge picture activity

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engage



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

Teachers’ information

explore (teachers’ page)

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


feature how many cars had the feature?

why do you think this feature is important to the efficiency of a solar car?

Look at the images of the solar cars 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.

stations

explore (student activities)

[Task] comparing solar cars

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?

stations[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


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?

stations

Notes

[Task] calculating speeds

[Task] world solar challenge website quest

explore (student activities)


This article explains the inspiration and design rationale of the University of New South Wales (UNSW) entry in the 2015 Bridgestone World Solar Challenge. The online article also includes a series of images taken during testing at the Sydney Dragway.

Use the below table to define any new science or technical words that are related to this article


explain (introduction)

teachers’ information

Article one

In this section, we explain the science of solar-powered cars by getting students to read articles and World Solar Challenge blogs about issues and applications of solar technology. This section suggests discussion topics and activities linked to those articles. Before reading the articles there is a brainstorm about solar-powered vehicles.

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

• Glossary • Comprehension and summary

article One - meet eve, the sun racer from down under

(task) Glossary words

Kilowatt

Hybrid Vehicle

Fuselage

Suspension

Carbon Fibre

Carbon Emissions

Lithium-Ion Battery

By Phil Mercer • 13 November 2014

High-performance Italian sports cars have been the inspiration for Australia’s latest solar-powered racing vehicle. With a carbon fibre shell, the racer, dubbed eVe, is a prototype propelled by four-square metres of silicon solar panels, which cover its roof and hood.They are thin, flexible and light, and convert energy from the sun into electricity that in turn drives two in-hub rear-wheel electric motors. Power can also be stored in a 16-kilowatt-hour fuel bank built from lithium-ion laptop batteries, which gives the hybrid vehicle a proven range of 650km.

“It has four wheels, it has two doors and really looks like a Ferrari or a Lamborghini. That’s what we sat and looked at when we were designing the car,” explains Alex To, a photovoltaic engineer on the Sunswift team at the University of New South Wales (UNSW) in Sydney.

While it may lack the punch and panache of celebrated European designs, this ecological crusader boasts vivid curves with a suspension that has been tuned to mimic that of a sports car. Student volunteers at UNSW have high ambitions and believe it has the potential to become Australia’s first practical solar-powered car.

They have ditched the three-wheel, thin-tabletop, Jetsons-like designs common of solar racers to create a sun-soaking vehicle that wouldn’t look terribly out of place on the school run or the commute to the office.

Behind the wheel at the Sydney Motorsport Park in New South Wales was Sam Paterson, the project’s director.

“It is something that is sleek and beautiful, and we’ve put a lot of design effort into it in terms of not just functionality but aesthetics and appeal to attract more attention,” he said.

The eye-catching exterior of eVe leads to a Spartan interior. Carbon fibre bucket seats, built in Britain, are positioned so low that driver and passenger sink almost to the floor. Everything is lightweight, and at least when at rest, the car feels somewhat fragile and insubstantial, leading to thoughts about how it would handle highway traffic and its predicted top speed of 140kph.

Paterson, though, reassures that safety concerns have underpinned every step of development and construction. A steel roll bar has been fitted to conform to international racing standards.

The team has laboured more than a year to design and build eVe. On this day, the students merely want to witness it in motion. A posse of furrowed-brow technicians steps away, the sun obligingly shines and a period of waiting begins. Underfoot is the acrid rubber of past drag-racing duels that seem from a very different world, and with a gentle roll, eVe takes her bow. The narrow wheels turn slowly before sharply picking up the pace. Success.

“We’ve put so much work into this, so many hours and hours, so to see it work is one just a massive relief,” says To, the photovoltaic engineer, as he watches the shimmering jet black fuselage disappear down the track.

With zero emissions, the Sunswift car is also quiet, apart from the light hum of its electric motors, almost inaudible over the din of motorcycles tearing around an adjacent practice track.

For eVe, more gruelling tests await. It will join entrants from more than 25 countries in October for the World Solar Challenge, a weeklong 3,000km race from Darwin to Adelaide through Australia’s desert heart.

“It’s all about bright young people not only dreaming of a cleaner, greener future, but working hard to make those dreams a reality,” says Challenge organiser Chris Selwood.

The students from UNSW have an enviable history. The Sunswift programme holds the world record for the fastest car powered by the sun, at just over 88kph – a speed eVe appears primed to shatter. •


explain (article one)

MEET eVe, THE SUN RACER FROM DOWN UNDER


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.

(task) brainstorming - give one/get one solar power game

Notes

Backgrounder


explain (article one)

In your exercise book, complete the following questions about Article One, “Meet eVe, the sun racer from down under”.

(task) comprehension and summarising

questions Summary

1. What was the design inspiration for UNSW solar car eVe?

2. What are the similar features of eVe and its design inspiration?

3. How does this vehicle store energy?

4. What is the battery range of the vehicle?

5. What are the seats in eVe made of, and how does the author describe the materials used to build eVe?

6. What is the predicted top speed of eVe?

7. How long is the Challenge from Darwin to Adelaide?

This article talks about some of the resources that teams gather in preparation for the 3,000km challenge from Darwin to Adelaide.


Article twoarticle two - the cars chasing the sun

THE CARS CHASING THE SUNBy Jane Wakefield • 17 October 2015

This week, nearly 50 competitors from around the world will set out on a gruelling 1,800 mile (3,000km) race across the Australian outback.They will do so in a variety of futuristic cars that all have one thing in common - they are powered by the Sun.The biennial World Solar Challenge starts in Darwin on 18 October and travels across country to Adelaide, with winning cars expected in the south Australian city four days later.

The competition is designed to promote research on solar-powered cars, which could one day become a consumer product.

There are several categories in the race - including a challenger class, for small, one-person cars, and a cruiser class, for two-seater cars.

Most teams are from universities, but some are from schools, such as Goko high school in Japan with its Musoushin car.

Some teams concentrate on aerodynamics, others on the efficiency of the solar panels.

One of the competition's main rules is that the solar cars are only allowed to store 5kWh of energy at a time - for comparison, 1kWh is enough to power a light bulb for about eight hours.

The rest of the energy must be reaped from the Sun or from the motion of the car.

Water shortage

The 2013 winner was Nuna7, a car designed at the Delft University of Technology in the Netherlands.

This year, Nuna8 will defend its title.

The team arrived in Darwin a few weeks ago and is now busy working out the best route to leave the city, as well as preparing for the journey ahead.

"The difference between winning or losing can really be minutes," spokesman Michel van Baal wrote in the team's blog.

"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."

October is boom-time for local shops when the contest is running, and there is fierce competition among teams to get their hands on vital supplies such as demineralised water, which is used to spray on the cars' solar panels to keep temperatures down.

Backgrounder

"Finding demi-water in October is pretty hopeless, as all top teams need it, so you better stock up early," wrote Mr Van Baal.

"Using normal water is a really bad idea: the water evaporates and leaves a layer of salts on the array, which is obviously not good for its efficiency."

Other things on the team's shopping list include four pairs of gardening gloves, with rubber on the inside - necessary to prevent hands slipping off the wheel in the extreme heat. Driving the Nuna8 is not a particularly pleasant experience, partly because of the searing heat from the Australian outback - there is no air-conditioning because it makes the car too heavy and consumes too much valuable power.

And with temperatures in the cockpit exceeding 50C, there is plenty of sweat - in fact, the car has dedicated hole to drain it.

Teams tend to have several drivers working in three- hour shifts. Driving stops at 17:00 - partly to keep the drivers safe but also to avoid night-time collisions with kangaroos.

Data analytics

The University of Michigan has been taking part in solar car racing for the past 25 years, but this year the team is hoping that technology can help improve their chances of winning.

They will be using data analytics developed by IBM, to help them gain insights about the weather and, they hope, give them an advantage over rivals.

IBM uses machine learning to blend data from sensor networks and local weather stations. This is combined with cloud motion data from sky cameras and satellite observations and multiple weather prediction models.

The scientists behind the technology say it can offer solar and wind forecasts that are up to 30% more accurate than conventional ones.

"The solar forecasting technology will allow us to know where the clouds are, where they are going, and where we should go faster in order to chase the Sun," said Pavan Naik, programme manager for the university's solar car team.

Win or lose, the race is really about developing a solar-powered car that can one day take to the roads. Some of the world's largest car manufacturers, including Ford, are already developing solar cars - albeit prototypes.

Ford's research suggests that in future the Sun could power up to 75% of all trips made by an average user in a solar hybrid vehicle.

While solar-powered cars would have a huge environmental impact, it is unclear yet just how practical they would be. And while they may be fine for the Sun-drenched Australian outback, they may struggle in the UK's more changeable climate. •


explain (article TWO)

Use the below table to define any new science or technical words that are related to this article

(task) Glossary words

Biennial

Aerodynamic

Demineralised Water

Cloud Motion Data

Prototype

In your exercise book, complete the following questions about Article Two, “The cars chasing the sun”.

(task) comprehension and summarising

questions Summary

1. What is the purpose of the competition?

2. Name the two competition classes that were part of the 2015 BWSC?

3. How much energy are the solar cars permitted to store and how many hours would this power a lightbulb for?


Backgrounder

4. What is the difference between demineralised water and normal water, and why was it used on the solar cars?

(Please note that the 2017 regulations do not allow the use of demineralised water.)

5. What time does the driving stop each day, and what is the reason for this?

6. Summarise the IBM technology used by the University of Michigan, and outline the advantage they hope the technology will give them.

explain (article TWO)

(task) comprehension and summarising - continued


Notes

About the guide


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!

Article threearticle three - Nuon solar team blog

PREPARING FOR THE CHALLENGEBy 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.Convoy

Much 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.

Backgrounder


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, details

And 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. •

explain (article Three)

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)

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.

(task) assigning team roles

(task) watch - meet stella lux: the energy positive family car

About the guide


Below are a series of discussion questions in the form of a questioning toolkit. Choose some or all of the questions, or ask some of your own.

Write your ideas and opinions relating to each of the different types of questions.

Inspired by Jamie McKenzie’s Questioning Toolkit - McKenzie, Jamie (2000) Beyond Technology, FNO Press, Bellingham, Washington, USA (www.fno.org/nov97/toolkit.html).

questioning toolkit(task) choose or create your discussion questions

explain (summarising)

type of question your ideas and opinions

Essential questions: These are the most important and central questions. They probe the deepest issues that confront us and can be difficult to answer.

Question: Why is it important to develop solar-powered vehicles? What are solar-powered vehicles currently used for? How does GPS help during races with solar-powered vehicles?

Sorting and sifting questions: These questions take us to the heart of the matter, like an archaeologist digging for clues.

Questions: What are some of the current technical and weather- based issues with driving solar-powered vehicles? How do solar panels work? How does GPS tracking work? What makes a solar vehicle efficient?

Hypothetical questions: Questions designed to explore the possibilities, the ‘what ifs’? They are useful when we want to test our hunches.

Questions: If you owned a solar-powered car, what would you do with it? If everyone owned solar-powered cars, what would day-to-day life be like?

Provocative questions: Questions to challenge convention.

Questions: Should governments be spending more money on developing solar power? What is the point of racing solar vehicles?

Backgrounder

about the cosmos Science matrix


elaborate

What 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.

What do the column headings mean?

row heading description of activity

Scientific procedure Hands-on activities that follow the scientific method. Includes experiments and surveys. Great for kinaesthetic and logical learners, as well as budding scientists

Science philosophy Thinking 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 travel Here 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 graphics

Using images to communicate complex science ideas.

ICT Exploring the topic using computers and the Internet.

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.

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What do the row headings mean?

About the guide

1. read and revise - one or two lessons 2. read and relate - three or four lessons 3. read and review - four or five lessons

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.

OR

Try 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?


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.

OR

Driving 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 scientist 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.


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.

ICT Write 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.


Backgrounderelaborate

1. read and revise - one or two lessons 2. read and relate - three or four lessons 3. read and review - four or five lessons

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.

OR

Try 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?


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.

OR

Driving 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 scientist 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.


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.

ICT Write 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.



Background Information

Solar 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.

Aim

To 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

Method

Setting 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.

experiment 1solar panels

elaborate


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.

DISCUSSION

1. 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?

6. How well do you think the experimental conditions of this investigation were able to model real life problems with pollution or cloud cover? Explain why you think this.

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

CONCLUSION

In your exercise book, write a conclusion that responds to the aim and summarises your results.


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.

experiment 2calculating speed and distance

elaborate


Part 3 - Effect of mass of the car on the distance and speed a car can travel

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.

RESULTS

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 (great-er friction)

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.

elaborate


DISCUSSION

Answer the following questions in your exercise book.

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.

3. How well do you think the experimental conditions of this investigation were able to model real life problems with tyre tread, aerodynamics, and vehicle mass?

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

CONCLUSION

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

Draw a graph, here or in your exercise book, to visually show the results from one of the three data tables above.

Across

2. 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 2017 Australia is hosting the Bridgestone

World Solar _________.

Down

1. 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

evaluate


6

4

8

3

2

1

12

1110

1413

9

5

7

15

16

Bridgestone World Solar Challenge crossword


Bridgestone World Solar Challenge word search

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

Create your own Bridgestone World Solar Challenge Quiz

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.

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

evaluate


Bridgestone World Solar Challenge individual unit reviewWhat 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?

where can you see the BWSC?

Event Info

Darwin Waterfront Precinct

Sunday 1 October and Monday 2 October 2017 10am – 5pm

Join us for fun and family orientated day out at the Darwin Waterfront Precinct. There will be food and drink available as well as free entertainment and fun science activities on offer for the kids!

Dynamic Scrutineering

Did you know that solar cars can reach speeds of up to 130kmph? If you don’t believe it, come down to Hidden Valley Raceway, Darwin to see it.

Dynamic Scrutineering (time trials) are open to the public and free to watch. They will take place at Hidden Valley Raceway, Saturday 7 October.

Start Line

Start Line at State Square Parliament House Darwin Sunday 8 October 6am – 8:30am (approximately)

It may be an early start, but it’s definitely worth it. Be there to see the cars lined up, and cheer them on as they begin their 3,000km journey to Adelaide.

City of Adelaide Finish Line at Victoria Square / Tarntanyangga

Wednesday 11 October – Sunday 15 October The Bridgestone World Solar Challenge City of Adelaide Finish Line and activity zone will be open at the following times:

Wednesday 11 October 12noon – 6pm

Thursday 12 October 9am – 6pm

Friday 13 October 9am – 6pm

Saturday 14 October 9am – 6pm

Sunday 15 October 9am – 4pm

Be part of the celebrations as the teams complete their challenge at the Official City of Adelaide Finish Line, marking a successful end to years of planning, designing, building and event preparations!

As well as the solar cars and celebrations, there will be plenty of fun activities including Cruiser Class Judging on Saturday 14 October and the Street Parade on Sunday afternoon.

Kids will also enjoy free hands on science and technology activities, from Imagination Playground, Questacon and more!

Not 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 finish line 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.

start line • darwin

finish line • ADELAIDE



#BWSC17 • worldsolarchallenge.org

The sun shines, the human travels,

it is a challenge for the future

hans tholstrup Event Pioneer


Notes


Notes

Notes

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.

#BWSC17worldsolarchallenge.org

Documents

2017 - World Solar Challenge · About the guide 2 2017 • BWSC Learning Guide As the world embraces solar power across many forms of technology, there is one great adventure in Australia