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Solar Oven Challenge

Cooking date: _June 1st, 2015


Background Information
Build a solar oven that really cooks! We dont call it a solar oven for nothing. The
purpose of a solar oven is to heat things up cooking food and purifying water
are two main uses. They are used every day all over the world, especially in
developing countries. Solar ovens typically use aluminum foil to gather sunlight.
The foil-covered panels of the oven reflect sunlight into the cooking chamber,
which is painted black. Heat is produced when the concentrated sunlight is
absorbed by the black surface of the cooking chamber. This oven gets hot! At
100 degrees C you can warm up food and at 175 degrees C you can cook. The
solar oven design challenge is your chance to build one hot oven. Your challenge
is to design an oven that will cook a S'More in 15 minutes or less.
You will be competing to construct your own solar oven that can be used to
cook your S'More!
Individually or with a partner, students will construct a solar oven. Teams should
come up with a team name. A rubric is provided for assessment and evaluation
of the solar oven along with some follow up questions. You are responsible for
completing the solar oven and test day sheet. Construction of the ovens will
occur at school. Testing of the ovens and recipe will follow the completion of the
oven and will be on June 1st, 2015 in the Gym. You should try your oven
BEFORE the test day to see if it works!
Evaluation:
Solar Oven Rubric .

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Category

Level 4

Level 3

Construction

Great care was


taken in
construction
process.

Construction was Construction


careful for the
shows some
most part.
thought to the
intended design.

Construction
appears careless
or haphazard.

Function

Oven functions
extraordinarily
well reaching the
highest
temperatures.

Oven functions
pretty well
reaching very
high
temperatures.

Oven functions by
raising the
temperature
slightly above the
surroundings.

Oven does not


raise
temperature
above the
surrounding
temperature.

Innovation

Design and
materials were
selected and
used creatively.

Design and
materials were
selected and
there was an
attempt at
creativity.

Appropriate
design and
materials were
selected.

Design and
materials were
selected that
contributed to a
poor product.

Group
Participation

Participation by
all group
members is
evident.

Participation by
some group
members is
evident.

Participation by
half of group
members.

One group
member did
most of the work.

Understanding
Concepts

Shows
understanding of
all of the basic
concepts
regarding heat
transfer.

Shows
understanding of
most of the basic
concepts
regarding heat
transfer.

Shows
understanding of
some of the basic
concepts
regarding heat
transfer.

Shows
understanding of
few of the basic
concepts
regarding heat
transfer.

Inquiry and
design skills

Uses tools,
equipment, and
materials
correctly with little
or no assistance.

Uses tools,
equipment, and
materials
correctly with
only occasional
assistance.

Uses tools,
equipment, and
materials correctly
with some
assistance.

Uses tools,
equipment, and
materials
correctly only
with assistance.

Sometimes uses
appropriate
science and
technology
terminology and
units of
measurement.

Rarely uses
appropriate
science and
technology
terminology and
units of
measurement.

Communication Consistently uses Usually uses


appropriate
appropriate
or required
science and
science and
knowledge
technology
terminology and
units of
measurement.

technology
terminology and
units of
measurement.

Level 2

Level 1

Relating of
science and
technology to
the world
outside the
school

TOTAL

Shows
understanding of
connections
between science
and technology
and the world
outside the
school, as well as
their implications.

Shows
understanding of
connections
between science
and technology
and the world
outside the
school.

Shows some
understanding of
connections
between science
and technology
and the world
outside the
school.

Shows little
understanding of
connections
between science
and technology
and the world
outside the
school.

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