It is possible to capture and concentrate solar radiation and use it for cooking. The simple device that does this is called a solar oven. Students will experiment with designing a solar oven and determine which design is the most efficient.

Content Standard F, Grades 5-8:
Science in Personal and Social Perspectives:
Personal and Community Health

Solar radiation can useful as well as harmful.
Students can apply scientific information to their daily decision making processes.

To understand that solar radiation can be useful.
To recognize the time of the day that sun exposure is more direct and intense.

History:
• How other cultures and civilizations viewed the sun (for example, Ra)
Math:
• The understanding of wavelengths and cycles
Arts:
• How artists depict strong light and shadowing effects
Language Arts:
• Mythology associated with the sun
Science:
• Global change research

Observing
Communicating
Measuring
Predicting
Hypothesizing
Experimenting

Procedure:

1. Students working in cooperative groups will design a solar oven.

2. Using the materials provided, each group will construct an oven and test it. Suggested foods to cook include hot dogs, muffins and precut crescent rolls.
   

3. Students should keep journal entries throughout the activity noting what did and did not work. Changes in the design should be explained. Encourage students to include why they think their design will work and explain why it did or did not work.
   

4. Instruct the students to write comments relevant to how the sun’s energy can be helpful and harmful.

   Note: If students fail to construct a functioning solar oven or if they become too frustrated, show them models or pictures of solar ovens. Also, consider the availability of sunshine. If you live in an area that has persistent cloud cover, this activity may not work for you.

Make a line drawing to illustrate the path that solar radiation travels into the solar oven and then draw the path of the reflected solar radiation. Use this drawing to locate the hottest spot in the solar oven.

Because cooking with solar radiation is simple and cheap, many countries use this method. Why don’t we use solar ovens for our daily cooking in North America?

Describe the similarities and differences between a solar oven and a greenhouse.

Ask the groups to share their explanations as to why solar ovens must track the sun.

Assessment Procedures:

Students should keep a neat and accurate record of their plans for:

1) constructing a solar oven - including predictions
2) testing of the oven - thoughtful testing and record keeping
3) drawing conclusions - why something did or did not work

A teacher-developed rubric for each area should be designed.

Students should be able to explain how solar radiation is reflected and concentrated in the oven, either verbally or in writing.

Students should be able to determine the hot spot in the oven through measurements.