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Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypothesis.
PO 1. Formulate a relevant question through observations that can be tested by an investigation. (See M05-S2C1-01)

In order for students to gain an understanding of the affects of solar energy production, I will give each group of students in my classroom  a small photovoltaic cell with wires attached, a motor, propeller, magnifying glass, color paddles, acrylic mirror, and a milliamp meter to power their own motor and see the production of electricity firsthand.

Background: Photovoltaic cells (called PV or solar cells) are made of silicon (sand). The silicon is heated to extreme temperatures, then doped (coated/mixed) with chemicals, usually boron and phosphorous. This sets up an unstable environment within the photovoltaic cell. When light strikes the cell, electrons are dislodged and travel along wires placed within the cell. The electrons follow the wire and power whatever load is attached, in this case a motor. This flow of electrons is called electricity.

PV cells use light to produce electricity. Photovoltaic systems are quiet, clean, and non- polluting.

Procedures:
The first thing I would do to initiate the lesson would be to teach my students about PV solar cells and how they work. Then all students would be handed the materials and explained how to assemble them while being demonstrated at the same time. After having had all groups assemble their solar powered systems, we would all go outside where the teacher will demonstrate how to properly position the system so that it properly activates in the sunlight. While outside, discuss results and suggest things for the teams to try to cover the inquiry process while having them create and ask questions that they could answer themselves by using the solar powered system.
Points to cover could include:

o   What happens when the panel is turned over away from the light?

o   What happens when part of the panel is shaded with your hand? How much of the panel can you shade before the motor stops?

o   Observe the rotation of the propeller blades, which way are they turning?

o   What happens to the motor when the wires are attached the opposite way (red to black)?

o   Does the angle of the cell in relation to the sun make a difference in how fast the propeller turns?

o   What direction should the panel be facing to make the motor spin the fastest?

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Now that we have established how solar energy is made, you can use this image to go even more in depth and see how it is that a solar panel works which leads us into how its capable of producing electricity.
http://www.ucsusa.org/clean-energy/renewable-energy/how-solar-panels-work#.WdGMYlLMxR0

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This image is a really good representation of how new energy is made with solar panels. https://www.sunplicitysolarpower.com/how-solar-energy-works/

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Arizona gets an average of 290 days of sunshine a year. 85% of those days have little to no cloud coverage, allowing for a lot of energy production. Recently, the Environment Arizona Research Policy Center credited Arizonans with having the highest solar capacity per capita in the nation as well as being largely responsible for tripling solar use in the US over the past three years. With the vast amounts of sunshine we receive a year, it only makes sense that Arizonans take advantage of it to build up its renewable energy and protect all that our beautiful state has to offer.

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Watch this brief video on how solar works in grid-tied residential applications. For all of your friends who've asked about solar, send them this link to explain, in simplicity, just how simple, solar really is.