Upload
vj-rigor
View
238
Download
0
Embed Size (px)
Citation preview
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 156
module 10 | BP energy education programme 2008
solarenergy
Click on the icons to go to the other modules
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Area Science
Society and Environment
Outcomes Investigation Communication and
Participation (SampE) Resources (SampE)
Earth and Beyond (SCI)
Energy and Change (SCI)Phase Early Adolescence
Program BPEEP Module 10 Solar Energy
Learning Area Outcomes and Phase
Copyright
This training module is copyright Apart from fair dealing for private study or research as permitted under the
Copyright Act 1968 no part may be reproduced copied transmitted in any form or by any means without the prior
written permission of BP Australia Pty Ltd All requests and enquiries should be directed to the BPEEP Coordinator
on (08) 9419 9623
Disclaimer
The content of this training module is provided for educational purposes only In no event will BP Australia Pty Ltd or
any related corporation be liable for the accuracy of the information contained in the module or the reliance placed
upon it The module is provided on the basis that all persons using it take responsibility for assessing the relevanceand accuracy of its content
The content was compiled by teachers Chris Hickman and Kate Bowman of Perth Western Australia who have
sourced and written the content
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
Module 10 titled lsquoSolar Energyrsquo is part of the teaching and learningsequence to the BP Energy Education Program The main objective
of the module is to explore the potential of solar energy to become a
significant energy resource used to reduce the current dependence on
fossil fuels
Key understandings addressed in this module are delivered through 3 major conceptual areas
1 Solar Energy
bull Describe how solar energy is generated
bull Explain how solar energy is used
bull Identify the conditions required for efficient solar energy
bull Identify and describe the advantages and disadvantages of solar energy as an energy resource
bull Describe the extent of solar energyrsquos impact on the environment
bull Determine the potential of solar energy as a world wide energy resource
bull Examine the extent and importance of solar energy in Australia
Each conceptual area is presented as a series of learning experiences that can be used sequentially or
as stand alone learning experiences However when delivered in sequence these learning experiences
provide a comprehensive background understanding necessary for the Science and Society and
Environment Curriculum and the other extended modules in the BPEEP learning program
Module 10 lsquoSolar Energyrsquo is linked to Western Australiarsquos Department of Education andTrainingrsquos Curriculum Assessment and Reporting Policy ( CAR Policy) and associated
documentation The program presented as a series of teaching and learning experiences links
teacher planning and learning area (Science and Society and Environment) coverage back to the
initial planning documents namely the lsquoCurriculum Frameworkrsquo and lsquoOutcomes and Standards
Frameworkrsquo Planning documentation provides teachers with the explicit links to the Curriculum
Framework Knowledge Skills and Values focus and learning area Outcomes and Standards
coverage Relevant learning area documentation and teaching and learning links are colour coded
for both Science (ORANGE) and Society and Environment (PURPLE)
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application ofthe BPEEP modules to their individual teaching and learning program requirements
PAGE 1
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
A suggested timeframe is provided as a guide only to how long teachers may expect to spend onthe learning experiences contained in each conceptual area of the module A teacher guide
is provided for each of these conceptual areas Lesson support material is also provided
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application
of the BPEEP modules to their individual teaching and learning program requirements
A suggested timeframe is provided as a guide only to how long teachers may expect to spend
on the learning experiences contained in the conceptual area of the module A teacher guide is
provided for the conceptual area Lesson support material is also provided
PAGE 2
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Contents
This symbol denotes worksheets
Overview of Learning Module 1
Relevance to BP 4
BPEEP Learning Area OutcomeAspect Coverage 5
Suggested Teaching Timeframe 8
Conceptual Area 1 Solar Energy 9
Learning Experience 11 lsquoSolar Energyrsquo12
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo12
Learning Experience 13 lsquoHistory of Solar Energyrsquo 13
Learning Experience 14 lsquoSolar Cellsrsquo13
Learning Experience 15 lsquoHeating Waterrsquo 14
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo 15
Learning Experience 17 Paragraph Task 16
Learning Experience 18 Alternative Energy Debate Essay 16
Learning Experience 19 Assessment Task 17
Learning Experience 11 21
Learning Experience 12 23
Learning Experience 13 25
Learning Experience 14 29
Learning Experience 15 31
Learning Experience 16 37
Learning Experience 17 41
Learning Experience 18 43
Learning Experience 19 47
Reference for Module 10 50
PAGE 3
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Area Science
Society and Environment
Outcomes Investigation Communication and
Participation (SampE) Resources (SampE)
Earth and Beyond (SCI)
Energy and Change (SCI)Phase Early Adolescence
Program BPEEP Module 10 Solar Energy
Learning Area Outcomes and Phase
Copyright
This training module is copyright Apart from fair dealing for private study or research as permitted under the
Copyright Act 1968 no part may be reproduced copied transmitted in any form or by any means without the prior
written permission of BP Australia Pty Ltd All requests and enquiries should be directed to the BPEEP Coordinator
on (08) 9419 9623
Disclaimer
The content of this training module is provided for educational purposes only In no event will BP Australia Pty Ltd or
any related corporation be liable for the accuracy of the information contained in the module or the reliance placed
upon it The module is provided on the basis that all persons using it take responsibility for assessing the relevanceand accuracy of its content
The content was compiled by teachers Chris Hickman and Kate Bowman of Perth Western Australia who have
sourced and written the content
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
Module 10 titled lsquoSolar Energyrsquo is part of the teaching and learningsequence to the BP Energy Education Program The main objective
of the module is to explore the potential of solar energy to become a
significant energy resource used to reduce the current dependence on
fossil fuels
Key understandings addressed in this module are delivered through 3 major conceptual areas
1 Solar Energy
bull Describe how solar energy is generated
bull Explain how solar energy is used
bull Identify the conditions required for efficient solar energy
bull Identify and describe the advantages and disadvantages of solar energy as an energy resource
bull Describe the extent of solar energyrsquos impact on the environment
bull Determine the potential of solar energy as a world wide energy resource
bull Examine the extent and importance of solar energy in Australia
Each conceptual area is presented as a series of learning experiences that can be used sequentially or
as stand alone learning experiences However when delivered in sequence these learning experiences
provide a comprehensive background understanding necessary for the Science and Society and
Environment Curriculum and the other extended modules in the BPEEP learning program
Module 10 lsquoSolar Energyrsquo is linked to Western Australiarsquos Department of Education andTrainingrsquos Curriculum Assessment and Reporting Policy ( CAR Policy) and associated
documentation The program presented as a series of teaching and learning experiences links
teacher planning and learning area (Science and Society and Environment) coverage back to the
initial planning documents namely the lsquoCurriculum Frameworkrsquo and lsquoOutcomes and Standards
Frameworkrsquo Planning documentation provides teachers with the explicit links to the Curriculum
Framework Knowledge Skills and Values focus and learning area Outcomes and Standards
coverage Relevant learning area documentation and teaching and learning links are colour coded
for both Science (ORANGE) and Society and Environment (PURPLE)
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application ofthe BPEEP modules to their individual teaching and learning program requirements
PAGE 1
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
A suggested timeframe is provided as a guide only to how long teachers may expect to spend onthe learning experiences contained in each conceptual area of the module A teacher guide
is provided for each of these conceptual areas Lesson support material is also provided
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application
of the BPEEP modules to their individual teaching and learning program requirements
A suggested timeframe is provided as a guide only to how long teachers may expect to spend
on the learning experiences contained in the conceptual area of the module A teacher guide is
provided for the conceptual area Lesson support material is also provided
PAGE 2
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Contents
This symbol denotes worksheets
Overview of Learning Module 1
Relevance to BP 4
BPEEP Learning Area OutcomeAspect Coverage 5
Suggested Teaching Timeframe 8
Conceptual Area 1 Solar Energy 9
Learning Experience 11 lsquoSolar Energyrsquo12
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo12
Learning Experience 13 lsquoHistory of Solar Energyrsquo 13
Learning Experience 14 lsquoSolar Cellsrsquo13
Learning Experience 15 lsquoHeating Waterrsquo 14
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo 15
Learning Experience 17 Paragraph Task 16
Learning Experience 18 Alternative Energy Debate Essay 16
Learning Experience 19 Assessment Task 17
Learning Experience 11 21
Learning Experience 12 23
Learning Experience 13 25
Learning Experience 14 29
Learning Experience 15 31
Learning Experience 16 37
Learning Experience 17 41
Learning Experience 18 43
Learning Experience 19 47
Reference for Module 10 50
PAGE 3
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
Module 10 titled lsquoSolar Energyrsquo is part of the teaching and learningsequence to the BP Energy Education Program The main objective
of the module is to explore the potential of solar energy to become a
significant energy resource used to reduce the current dependence on
fossil fuels
Key understandings addressed in this module are delivered through 3 major conceptual areas
1 Solar Energy
bull Describe how solar energy is generated
bull Explain how solar energy is used
bull Identify the conditions required for efficient solar energy
bull Identify and describe the advantages and disadvantages of solar energy as an energy resource
bull Describe the extent of solar energyrsquos impact on the environment
bull Determine the potential of solar energy as a world wide energy resource
bull Examine the extent and importance of solar energy in Australia
Each conceptual area is presented as a series of learning experiences that can be used sequentially or
as stand alone learning experiences However when delivered in sequence these learning experiences
provide a comprehensive background understanding necessary for the Science and Society and
Environment Curriculum and the other extended modules in the BPEEP learning program
Module 10 lsquoSolar Energyrsquo is linked to Western Australiarsquos Department of Education andTrainingrsquos Curriculum Assessment and Reporting Policy ( CAR Policy) and associated
documentation The program presented as a series of teaching and learning experiences links
teacher planning and learning area (Science and Society and Environment) coverage back to the
initial planning documents namely the lsquoCurriculum Frameworkrsquo and lsquoOutcomes and Standards
Frameworkrsquo Planning documentation provides teachers with the explicit links to the Curriculum
Framework Knowledge Skills and Values focus and learning area Outcomes and Standards
coverage Relevant learning area documentation and teaching and learning links are colour coded
for both Science (ORANGE) and Society and Environment (PURPLE)
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application ofthe BPEEP modules to their individual teaching and learning program requirements
PAGE 1
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
A suggested timeframe is provided as a guide only to how long teachers may expect to spend onthe learning experiences contained in each conceptual area of the module A teacher guide
is provided for each of these conceptual areas Lesson support material is also provided
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application
of the BPEEP modules to their individual teaching and learning program requirements
A suggested timeframe is provided as a guide only to how long teachers may expect to spend
on the learning experiences contained in the conceptual area of the module A teacher guide is
provided for the conceptual area Lesson support material is also provided
PAGE 2
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Contents
This symbol denotes worksheets
Overview of Learning Module 1
Relevance to BP 4
BPEEP Learning Area OutcomeAspect Coverage 5
Suggested Teaching Timeframe 8
Conceptual Area 1 Solar Energy 9
Learning Experience 11 lsquoSolar Energyrsquo12
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo12
Learning Experience 13 lsquoHistory of Solar Energyrsquo 13
Learning Experience 14 lsquoSolar Cellsrsquo13
Learning Experience 15 lsquoHeating Waterrsquo 14
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo 15
Learning Experience 17 Paragraph Task 16
Learning Experience 18 Alternative Energy Debate Essay 16
Learning Experience 19 Assessment Task 17
Learning Experience 11 21
Learning Experience 12 23
Learning Experience 13 25
Learning Experience 14 29
Learning Experience 15 31
Learning Experience 16 37
Learning Experience 17 41
Learning Experience 18 43
Learning Experience 19 47
Reference for Module 10 50
PAGE 3
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Overview of Learning Module
A suggested timeframe is provided as a guide only to how long teachers may expect to spend onthe learning experiences contained in each conceptual area of the module A teacher guide
is provided for each of these conceptual areas Lesson support material is also provided
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrateachieve across the relevant Learning Area outcomes) when considering the application
of the BPEEP modules to their individual teaching and learning program requirements
A suggested timeframe is provided as a guide only to how long teachers may expect to spend
on the learning experiences contained in the conceptual area of the module A teacher guide is
provided for the conceptual area Lesson support material is also provided
PAGE 2
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Contents
This symbol denotes worksheets
Overview of Learning Module 1
Relevance to BP 4
BPEEP Learning Area OutcomeAspect Coverage 5
Suggested Teaching Timeframe 8
Conceptual Area 1 Solar Energy 9
Learning Experience 11 lsquoSolar Energyrsquo12
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo12
Learning Experience 13 lsquoHistory of Solar Energyrsquo 13
Learning Experience 14 lsquoSolar Cellsrsquo13
Learning Experience 15 lsquoHeating Waterrsquo 14
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo 15
Learning Experience 17 Paragraph Task 16
Learning Experience 18 Alternative Energy Debate Essay 16
Learning Experience 19 Assessment Task 17
Learning Experience 11 21
Learning Experience 12 23
Learning Experience 13 25
Learning Experience 14 29
Learning Experience 15 31
Learning Experience 16 37
Learning Experience 17 41
Learning Experience 18 43
Learning Experience 19 47
Reference for Module 10 50
PAGE 3
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Contents
This symbol denotes worksheets
Overview of Learning Module 1
Relevance to BP 4
BPEEP Learning Area OutcomeAspect Coverage 5
Suggested Teaching Timeframe 8
Conceptual Area 1 Solar Energy 9
Learning Experience 11 lsquoSolar Energyrsquo12
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo12
Learning Experience 13 lsquoHistory of Solar Energyrsquo 13
Learning Experience 14 lsquoSolar Cellsrsquo13
Learning Experience 15 lsquoHeating Waterrsquo 14
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo 15
Learning Experience 17 Paragraph Task 16
Learning Experience 18 Alternative Energy Debate Essay 16
Learning Experience 19 Assessment Task 17
Learning Experience 11 21
Learning Experience 12 23
Learning Experience 13 25
Learning Experience 14 29
Learning Experience 15 31
Learning Experience 16 37
Learning Experience 17 41
Learning Experience 18 43
Learning Experience 19 47
Reference for Module 10 50
PAGE 3
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Relevance to BP
BP Solarrsquos experience in the Australian market spans three decadesEstablished in Australia in 1985 BP Solar is a leading supplier of solar
photovoltaic (PV) products and services in the Australian solar market
Our Sydney Olympic Park facility is the base for the sales and marketing
services we provide throughout the Asia-Pacific region
At BP Solar we have some of the most experienced solar engineers project managers and sales
people in the region whose expertise ensures the successful delivery of our projects products
and services
Via a network of more than 150 Distributors and Dealers across Australia we supply solar electricity
products and systems to generate clean energy for homes boats recreational vehicles businesses
and farms With our products Australians are demonstrating environmental leadership and securing
their energy costs
BP Solar is recognised as a supplier of innovative and quality large-scale solar electricity systems
providing full turnkey services to commercial and industrial customers Some of the largest solar
electricity systems in Australia have been delivered by BP Solar such as 100kW on a Cadbury
Schweppes facility in Sydney 114kW on Adelaide International Airport and 200kW on the Queen
Victoria Markets in Melbourne Over the years we have also supplied solar power systems for
remote mining operations and telecommunication sites across this vast land
BP Solarrsquos expertise in the design and successful delivery of large-scale comprehensive solar
energy solutions was recognised by the Australian Government which selected the BP Solar-led
Blacktown Solar City consortium to implement its million Solar City project BP Solar is also a major
participant in the successful Adelaide and Alice Springs Solar Cities projects
Part of the Australian-based business is also renowned for the delivery of large-scale projects which
use solar to power community development in a number of Asian countries Thousands of people in
communities across the Philippines Sri Lanka and Malaysia have benefited from the installation of
BP Solar systems to power medical clinics schools farms and homes
PAGE 4
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Click on the module number to go to that module
OUTCOME BPEEP MODULE
1 2 3 4 5 6 7 8 9 10 11
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use X X X X X X X X X
Earth forces and materials X X X X X X X X
Relationships between the Earth our Solar
System and the Universe X
Energy and Change
Energy sources patterns and uses X X X X X X
Transfer and transformation X X
Natural and Processed Materials
Structures Properties and Uses X
Interactions and Changes X
SOCIETY AND ENVIRONMENT
Resources
Use of Resources X X X X X X X X
Management and Enterprise X X X X X X X X X X
People and Work X X X X X X
Place and Space
Features of Places X X
People and Places X X X
Care of Places X X X
Investigation Communication
Participation
Planning X X X X X X X X X X X
Conducting X X X X X X X X X X X
Processing and Translating X X X X X X X X X X X
Applying and Communicating X X X X X X X X X X X
BPEEP Learning Area OutcomeAspect Coverage
PAGE 5
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 10 ldquoSolar Energyrdquo is predominantly focused upon Society and Environment
outcomes Investigation Communication and Participation and Resources and Science
outcomes Earth and Beyond and Energy and Change The module requires students to
investigate the option of solar energy as a substitute for fossil fuels The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas
CONCEPTUAL FOCUS SKILLS FOCUS
How solar energy is generated
The conditions required for efficient solar energy
The advantages and disadvantages of solar energy
as an energy resource
The extent of solar energyrsquos impact on the
environment
The potential of solar energy as a world wide
energy resource
The extent and importance of solar energy
in Australia
Ongoing literacy focus paragraphing
Science laboratory process skills
Viewing and information retrieval
Information retrieval note-taking
Internet Website information retrieval
Statistical data analysis and graphing
Group work and independent work
Research skills (as per SampE ICP ladder process)
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included Though some conceptual understanding can
be levelled in certain Learning Area Outcomes teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the studentrsquos ability to construct well structured paragraphs
over an extended period of time Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill
To formally assess the students an assessment task and rubric is provided The task requires students to complete
two parts Firstly to design a wind turbine and present a report on the planning and testing process Secondly
to present an essay on wind energy as a future sustainable energy source The task is ideally suited to a cross
curricular approach where students follow the research process outlined by the ICP ladder and connected support
frameworks These resources are available in the appendix section of the BPEEP resource file
LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework Also emphasis on
keywords note-taking and other
literacy oriented strategies
Graph and statistics interpretation
Shape space angles andmeasurement
Group Work
Inquiry based learning
CURRICULUM FRAMEWORK VALUES STRAND NO
A pursuit of knowledge amp a commitment to achievement of full potential 11 ndash 17 (CF)
Self Acceptance and Respect of Self 21 ndash 25 (CF)
Respect and Concern for Others and Their Rights 31 ndash 37 (CF)
Social and Civic responsibility 44 48 49 (CF)
Environmental responsibility 52 53
BPEEP Learning Area OutcomeAspect Coverage
PAGE 6
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
OVERARCHING LEARNING OUTCOMES CONTEXT
1 Students use language to understand develop and communicate
ideas and information with others
Literacy Focus and wide range of
learning experiences
2 Students select integrate and apply numerical and spatial
concepts and techniques
Units of measurement and simples
calculations Map interpretation
3 Students recognise when and what information is needed locate
and obtain it from a range of sources and evaluate use and share
it with others
Focus of SampE ICP outcome and
associated skills eg keywords
note-taking sources
4 Students use select and apply technologies Internet (website) research
5 Students describe and reason about patterns structures and
relationships in order to understand interpret justify and make
predictions
Analysing current trends to predict
future outcomes
6 Students visualise consequences think laterally recognise
opportunity and potential and are prepared to test opinions
Use of fossil fuels and implications
for the future
7 Students understand and appreciate the physical biological and
technological world and have the knowledge and skills to make
decisions in relation to it
Conceptual Area 1
8 Students understand their cultural geographical and historical
contexts and have the knowledge values and skills to make
decisions in relation to it
Conceptual Area 1
9 Students interact with people and cultures other than their own
and are equipped to contribute to the global community
NA
10 Students participate in creative activity of their own and
understand and engage with the artistic cultural and intellectual
work of others
Learning Experiences comprising
of variety of tasks throughout
Conceptual Area 1
11 Students value and implement practices that promote personal
growth and well-being
Group Work and values oriented
learning
12 Students are self motivated and confident in their approach to
learning and area able to work individually and collaboratively
Range of teaching strategies ndash
individual and group work
13 Students recognise that everyone has the right to feel valued and
to be safe and in this regard understand their rights and obligations
and behave responsibly
Explicit teaching and
implementation of group learning
strategies
BPEEP Learning Area OutcomeAspect Coverage
PAGE 7
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
DAY TIMELEARNING
EXPERIENCELEARNING AREA LEARNING TASK
CONCEPTUAL AREA 1 THE ORIGIN OF FOSSIL FUELS
1 60 minutes Experience 11
lsquoSolar Energyrsquo
Science Brainstorm
Classification
2 60 minutes Experience 12
lsquoHow does a
photovoltaic cell workrsquo
Science Internet based research
3 60 minutes Experience 13
lsquoHistory of Solar
Energyrsquo
Science
Society and
Environment
Transcript
4 60 minutes Experience 14
lsquoSolar Cellsrsquo
Science Science Laboratory
5 60 minutes Experience 15
lsquoHeating Waterrsquo
Science Science Laboratory
6 60 minutes Experience 16
lsquoSolar Energy Case
Studiesrsquo
Science
Society and
Environment
Internet based case
study research
7 60 minutes Experience 17
Paragraph Task
Science
Society and
Environment
Paragraph Task
8-9 120 minutes Experience 18 lsquoAlternative Energy
Essayrsquo
ScienceSociety and
Environment
Essay Task
10- To be determined by
the teacher
Experience 19
Assessment Task
Science
Society and
Environment
Science Laboratory
Marketing assessment
Suggested Teaching Timeframe
PAGE 8
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
LEARNING AREA Science Society and Environment
OUTCOMES Energy amp Change (Sci)
Earth amp Beyond (Sci)
Investigation Communication amp Participation
(SampE)
PHASE OF DEVELOPMENT Early Adolescent
CONCEPTUAL AREA Solar Energy
KEY UNDERSTANDINGS Students will be able to determine the potential for solar energy to
be increasingly used as an energy resource reducing dependenceon the highly consumed fossil fuels as energy resources
CONCEPTUAL
UNDERSTANDINGSSKILLS VALUES
bull Explain how solar energy is used
bull Describe how solar energy is
generated
bull Identify the conditions required for
efficient solar energy
bull Identify and describe the
advantages and disadvantages
of solar energy as an energy
resourcebull Describe the extent of solar
energyrsquos impact on the
environment
bull Determine the potential of solar
energy as a world wide energy
resource
bull Examine the extent and
importance of solar energy in
Australia
bull Diagramming
bull Timelines
bull Information retrieval
bull Brainstormmind-map
bull Note-taking
bull Focus Questions
bull Science Laboratory Process
bull Statistics
bull Paragraph Framework
bull Research ndash Internetwebsite
11 ndash 17
21 ndash 25
31 ndash 37
41 42 44 47 48 49
52 53 54
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than fossil fuels This module explores the potential for solar energy to be increasingly usedas an energy resource reducing dependence on the highly consumed fossil fuels as energy resources
For the purpose of this Learning Experience the teacher should consult relevant websites on solar energy
BPrsquos website is a good starting point (wwwbpcom) The information below provides a concise overview of
solar energy it is adapted from the ldquoHow Solar Worksrdquo page of the BP Australia website httpwwwbpcom
sectiongenericarticledocategoryId=9020423ampcontentId=7038282
There are two types of solar energy
1 Solar photovoltaic energy
Photovoltaics (PV) are solid-state semiconductor devices that convert light directly into electricity They are
usually made of silicon with traces of other elements and are first cousins to transistors computer chips and other
electronic devices
A photovoltaic device (generally called a solar cell) consists of layers of semiconductor materials with different
electronic properties In a typical BP Solar crystalline silicon cell the bulk of the material is silicon doped with asmall quantity of boron to give it a positive or p-type character A thin layer on the front of the cell is doped with
phosphorous to give it a negative or n-type character The interface between these two layers contains an electric
field and is called a junction
PAGE 9
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
TEACHER INFORMATION
Light consists of particles called photons When light hits the solar cell some of the photons are absorbed in the
region of the junction freeing electrons in the silicon crystal If the photons have enough energy the electrons will
be able to overcome the electric field at the junction and are free to move through the silicon atoms in the cell and
into an external circuit as energy As they flow through the external circuit they give up their energy as useful work
(turning motors lighting lamps etc) and return to the solar cell The photovoltaic process is completely solid-state
and self-contained There are no moving parts and no materials are consumed or emitted
During a typical sunny day one square metre of solar cells exposed to the sun at noon will receive approximately 1
kilowatt (kW) of energy from the sun BP Solarrsquos multicrystalline cells convert roughly 15 of this into electricity
generating 150 Watts in full sunshine
2 Solar thermal energy ndash
Energy from the sun is used to heat water Solar hot water systems work this way Water can also be heated to
create steam to drive a turbine to generate electricity
Advantages of using solar energy
bull Itrsquos almost free once the equipment is installed
bull Energy from the sun is renewable (it wonrsquot run out)
bull It is very useful for remote areas that are not connected to the main electricity grid
bull When replacing a diesel generator it can reduce or eliminate the need to bring in diesel fuel across vast
distances
bull It is environmentally safe (ie it produces no greenhouse gases or other fumes)
bull It is silent
bull Unlike other renewable energy generators such as large wind turbines and hydro power solar can be installed
just about anywhere including urban areas
Disadvantages of using solar energy
bull It doesnrsquot work well on days when it is overcast or cloudy and it doesnrsquot work at all at night
bull
Solar generators are expensivebull High energy users such as businesses schools and factories often donrsquot have enough roof space to install all
the solar power they might need
PAGE 10
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
RESOURCES EQUIPMENT
Copies of worksheets attached to learning experiences
Paragraph framework and rubric
Access to computersinternet
Science Laboratory Equipment for Solar Cells
Photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Science Laboratory Equipment for Heating Water
5 containers of varying size and shape
Black paint or black bin liners
Thermometer
Measuring Cylinder
Measuring Tape
Ruler
Clear plastic food wrap
Styrofoam cups
Masking tape
Newspapers
Water
Student Prior Knowledge Prior to delivering this module it is recommended that students
would have completed all or some aspects of several modules including Module 1 What is
Energy Module 5 Oil economics Module 6 Peak Oil Module 7 Climate Change and Module8 Alternative Energy This provides students with an understanding of the need to optimise the
potential of energy sources like solar energy to substitute for and reduce our dependence on
fossil fuels
PAGE 11
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning ExperiencesLearning Experience 11 lsquoSolar Energyrsquo
Before investigating the potential for solar energy to be used as an energy source students should
reflect on what they already know about the use of solar Students should initially brainstorm what
they know about how humans use solar This brainstorm could be developed through the use of
a lsquothink pair and sharersquo strategy The teacher should introduce the two main categories of solar
energy solar photovoltaic energy and solar thermal energy to the students The students should
refer to their brainstorm and classify their examples into these two categories
Using the pluses and minuses framework the students should be provided an opportunity to reflect
and record their initial thoughts on the advantages and disadvantages of solar energy The teacher
may opt to use a card cluster on the board to display the studentrsquos initial ideas Alternatively the
students could share their best examples in small groups A class discussion should be facilitated
by teacher questioning leading to the main idea of the potential solar energy offers in catering for
Australiarsquos energy needs
go to Learning Experience 11 worksheet
Learning Experience 12 lsquoHow does a photovoltaic cell workrsquo
This learning experience requires students to research how a photovoltaic cell works It is suggestedthe students access the following websites
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
If students are unable to access these websites they should access the school library or classroom
textbooks
Students need to complete the worksheet lsquoHow does a photovoltaic cell workrsquo The worksheet
requires students to consider key terms such as conductor insulator and semiconductor how
solar energy is converted into electrical energy and the advantages and disadvantages of using
photovoltaic cells to produce electricity Once completed the worksheet should form the basis ofteacher instruction and questioning to reinforce student understanding Before discussing responses
as a class it is suggested that the students work with a partner to share and modify their responses
to the questions
go to Learning Experience 12 worksheet
PAGE 12
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 13 lsquoHistory of Solar EnergyrsquoThe ABC transcript located at httpwwwabcnetaurnscienceearthstoriess96751htm forms
the basis of this learning experience Presented in script form an opportunity is available for teachers
to allow selected students to role play the discussion about the history of solar energy Alternatively
the teacher may opt to simply read through the script and discuss the issues that are raised with the
class Once the students are familiar with the script they should be provided with a period of time
to read through it again and identify the main ideas of the transcript Students should then complete
the worksheet questions which should prompt class discussion Using the information presented
in the transcript students should create a solar energy timeline showing major developments in
the use of solar energy The timeline should start at 400BC and end at current day living Students
should use text and pictures to illustrate the major developments like solar water heating This
provides the teacher with an opportunity to teach timeline construction
go to Learning Experience 13 worksheet
Learning Experience 14 lsquoSolar Cellsrsquo
The experiment lsquoSolar Cellsrsquo aims to investigate how the tilt angle of photovoltaic cell will affect its
electrical output
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of studentsbull Solar photovoltaic (PV) cell
bull Wires with alligator clips
bull Voltmeter
bull Ammeter
bull Protractor
Solar kits containing a solar cell motor fan buzzer and connector wires (no ammeter or voltmeter)
can be purchased from the BP Educational Service at wwwbpescom
To conduct the experiment the following method should be followed
1) Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)(-)
(+)
(-)
Solar
panel
PAGE 13
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
2) Place the solar cell in sunlight
3) Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4) Repeat Step 3 at 20 45 60 and 90 degree angles
After conducting the experiment the students should use their records to complete the discussion
questions These questions should form the basis of classroom discussion to reinforce and
consolidate student understanding
As an extension to this practical task the teacher may choose to extend the students and get them
to plan and conduct a science laboratory process to consider the variables that can affect the
electrical output of a PV cell for example time of day use of reflectors and shade
Students design and conduct an investigation to investigate one of these variables Students should
work in groups and produce a laboratory report
go to Learning Experience 14 worksheet
Learning Experience 15 lsquoHeating Waterrsquo
The experiment lsquoHeating Waterrsquo aims to investigate the effect the size and shape of a hot water
collector will have on its ability to heat water
This activity is based on the experiment ldquoCollecting Solar Energy Is Bigger Betterrdquo fromwwwwattsonschoolscom
Before conducting the experiment students should develop their own hypothesis in relation to the
task and consider the variables that should be taken into account If students are not familiar with
science laboratory process the teacher may decide to facilitate this section
To conduct the experiment in class the following equipment is required per group of students
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
PAGE 14
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
To conduct the experiment the following method should be followed1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
After conducting the experiment the students should use their records to graph their results andcomplete the discussion questions These questions should form the basis of classroom discussion
to reinforce and consolidate student understanding
go to Learning Experience 15 worksheet
Learning Experience 16 lsquoSolar Energy Case Studiesrsquo
This learning experience requires students to access the information found at the following website
address
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
To complete the research activity the teacher may opt to get students to work independently or in
groups of 3 The students need to use the information to find out the projects BP Solar are involved
with in supplying clean energy for homes businesses and industry Students need to choose an
Australian Case Study from each of these categories and summarise them using the note taking
framework that is provided
If working in groups students should be assigned one category each and then report that
information back to their group
The teacher could extend students to look at international community case studies Individual
students could nominate separate case study examples and report this back to the class or present
a summary sheet that could be collated to form a class overview of solar energy projects and
examples International community case studies can be found at
httpwwwbpcomgenericsectiondocategoryId=9020418ampcontentId=7038605
The focus question provided following the note-taking framework requires students to consider the
benefits obstacles and environmental implications of solar energy use These should be used as
discussion points in class
go to Learning Experience 16 worksheet
PAGE 15
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Learning Experience 17 Paragraph TaskUsing the lsquoThink Plan Write Edit and Presentrsquo paragraph framework students under test
conditions should respond to the following statement
rdquoSolar power is the way of the future in reducing our dependence on fossil fuels to meet our ever
increasing energy needsrdquo
For this written task it is recommended students be permitted to use their notes to assist in
completing this task
To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages A rubric is provided to assess studentrsquos application of the paragraph framework(numerically based) Teachers may opt to use lsquoone offrsquo paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes
NOTE ndash Paragraph Rubric and Edit Checklist are located in the appendices
Paragraph Framework ndash Explanation
bull The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph This is the lsquoTHINKrsquo component
bull With a set of initial thoughts students plan the structure of the content in their paragraph Using
the lsquohamburgerrsquo framework students sort ideas into the four main types of sentences Statement
(or Topic Sentence) Explanation (or Developing Sentences) Examples (or Supporting Sentence s) and Conclusion (or Concluding Sentence) This is the lsquoPLANrsquo component
bull Students draft their paragraph at this stage using their Plan as a guide Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence) DS (Developing Sentence) SS (Supporting Sentence)
and CS (Concluding Sentence) This is the lsquoWRITErsquo component
bull Once drafted students should edit their paragraph Spelling grammar and punctuation should all
be a focus as well as ensuring all four types of sentences correctly structure the paragraph As
well as self peer or parental editing should be encouraged This is the lsquoEDITrsquo component
bull Once a full edit process is completed the student is ready to present their paragraph All
corrections should be made and sentence identification (ie TS DS SS and CS) removed This isthe lsquoPRESENTrsquo component
go to Learning Experience 17 worksheet
Learning Experience 18 Alternative Energy Debate Essay
This written assessment task requires students to plan and present an essay The essay topic is
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar energy with
another alternative energy source (preferably LNG or Wind as covered in other modules) to meet
our energy needs
Students need to consider both the advantages and disadvantages of both alternative energy
sources They need to justify a viewpoint on which alternative energy source offers the best
potential to meet future energy needs in Australia Students should use the essay planning
framework provided to gather and organise their information
PAGE 16
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 1956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to access past learning experience work the library class textbooks and theinternet to research and prepare for their alternative energy debate
It should be expected that students use the paragraph framework to draft all their essay paragraphs
Teachers should determine whether this task is set as an in-class or homework task
A rubric is provided
go to Learning Experience 18 worksheet
Learning Experience 19 Assessment Task
Cross Curricular Opportunity
The assessment task is split into two parts
Part A Design a Solar Cell Device
This aspect of the major assessment task is primarily driven by the Science lsquoInvestigating
Scientifically Processrsquo (a marking guide is provided source unknown)
Part B Marketing Strategy of PV Cell Device
This aspect of the major assessment task is primarily driven by the Society and Environment
process outcome of Investigation Communication and Participation The Society and Environmentoutcome Resources and Science outcomes Earth and Beyond and Energy and Change are the focus
conceptual outcomes for the task
There are also possible extended cross curricular links with Technology and Enterprise given the
taskrsquos potential for presentations such as power point If the teacher opts to have students present
their work as an oral presentation a link to English and their Speaking and Listening outcome exists
Prior to this task it is recommended most if not all of the Learning Experiences covered in
Module 10 lsquoSolar Energyrsquo are covered in class All learning experiences would provide very useful
information to assist students in demonstrating their understanding of the topic
The assessment task suits either individual student or group completion and presentations the
teacher should determine this The assessment requires students to complete 2 parts
Part A Design a Solar Cell Device and report
Part B Marketing Strategy of device
PART A DESIGN A Solar Cell Device and Report
The task requires students to use their knowledge of solar PV cells (especially Learning Experience
12 and 14) to design produce and test a device that will allow a PV cell to produce an optimum
electrical output during all the hours of sunlight in a day
Students can make their device out of any household materials they would like but it will need to bedesigned in such a way that it can be easily connected to a voltmeter and ammeter using wires and
alligator clips
PAGE 17
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Students will need to conduct preliminary tests in order to get the best design of their device It isimportant to not only have a good design but they must be able to show the process they took to
find it
Therefore they will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your solar PV Cell Device
bull A labelled diagram of your solar PV Cell Device
bull A justification of why you choose this final design
As well as a report students must also submit their solar PV Cell Device to be tested
PART B Marketing Strategy PV Cell Device
The second part of the assessment requires students to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
The students marketing strategy should pay particular attention to a few key areas
1 An overview of their PV Cell Device ndash its design how it works what it offers
2 The benefits their PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
It is recommended the teacher spend some time investigating with the students how businesses
go about marketing their products for sale This approach would best be suited to a Society and
Environment teaching and learning program
As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder
process including
bull A3 Planning Sheet (task in own words goals 3-Levels of Questioning brainstorm reference list)
bull All your note-taking (including the use of a variety of frameworks HAKD structured
overview PMI SWOT keyword summary )
bull A learning journal (including initial prediction mid-way review final self-evaluation and on-going
daily progress reflections)
bull All their draft work (including all paragraphs drafted using the paragraph framework)
bull Their good copy (be proud of what you submit)
PAGE 18
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Conceptual Area 1 Solar Energy
Teachers should provide students with a blank ICP ladder that guides the student through theresearch assessment process This is initially supported in the planning stage by the ICP planning
sheet (should be photocopied A3 size) The planning sheet provides a framework for students to
explain the task in their own words consider the outcomes they may cover set their assessment
goals develop their literal inferential and evaluative focus research questions and consider the
sources they will utilise and the note-taking frameworks they will use to collect their information
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information To ensure students seek information that enables a viewpoint and argument to be
developed about their chosen energy source they should use frameworks including PMI (Pluses
Minuses and Interesting) SWOT (Strengths Weaknesses Opportunities and Threats) and table
summary (For Against Neutral) Students should utilise all sources of information available to them
library newspaper internet questionnaire guest speaker TV documentaries letters to industry requests for information packs
The BP website (wwwbpcom) is also a good starting point
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation Communication and Participation and the Resources Outcome as well as the Science
Earth and Beyond and Energy and Change Outcomes
go to Learning Experience 19 worksheet
Monitoring and Evaluation
Student understanding of Solar Energy as an alternative energy option is assessed throughbull The completion of learning experience tasks
bull A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the studentrsquos ability to construct a well structured paragraph Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels
bull A science laboratory activity that requires students to design a PV Cell Device
bull A marketing strategy of their PV Cell Device looking at the benefits and long term potential of
solar energy
bull An essay assessment task requiring students to present a report on the potential of solar
energy to meet the energy needs of Australia in comparison to another alternative energy
source The task sheet supporting frameworks and rubric are provided
Teachers are encouraged to utilize informal assessment practices throughout the module to
continually monitor and consolidate student understandings
PAGE 19
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 20
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Solar Energy
Light and heat energy from the sun is referred to as solar energy Humans have been harnessing
the power of the sun for thousands of years
Brainstorm How do humans use solar energy
Solar energy can be divided into two main categories solar photovoltaic energy and solar thermal
energy
bull Solar photovoltaic energy uses photovoltaic cells also known as solar cells to convert sunlight
directly into electricity
bull Solar thermal energy is absorbed by objects and used to heat things For example in summer the
water in a pool uses solar thermal energy to heat the water
Table The ideas you brainstormed previously will be able to be divided into these two main
categories
SOLAR ENERGY
Uses of solar photovoltaic energy Uses of solar thermal energy
Name
Class
Date
Learning Experience 11
To dry clothes
SOLAR
ENERGY
PAGE 21
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 11 (contd)
Solar energy is a renewable resource that is available right now So why arenrsquot we using it to powerall of our needs
There are lots of advantages to using solar energy but there are also disadvantages
List What do you think the advantages and disadvantages of solar energy are
PLUS
+MINUS
-
Why would Australia be an ideal country to start using solar energy to power more of its needs
Think about the conditions needed for solar energy to be used efficiently
PAGE 22
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Name
Class
Date
Learning Experience 12
How does a Photovoltaic Cell Work
Use the internet textbooks and library searches to complete the following activities If you are
using the internet the following websites will provide you with useful information
bull httpwwwsolarschoolsnet
bull httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
bull httpwikipediaorg
What is the function of a solar photovoltaic cell
What is another name for a photovoltaic cell
What substance are photovoltaic cells usually made out of
Find definitions for the following terms
Conductor
Insulator
Semiconductor
Find out how a solar photovoltaic cell converts solar energy into electrical energy Use diagrams and
text to explain your answer
PAGE 23
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 12 (contd)
A number of factors can affect how well a photovoltaic cell works Find 3 factors that can affect
their efficiency
1)
2)
3)
What are the advantages and disadvantages of using photovoltaic cells to produce electricity
ADVANTAGES DISADVANTAGES
PAGE 24
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13
History of Solar Energy
Read the transcript of a discussion on the history of solar energy on ABC Radio National between
interviewer Alexandra de Blas and John Perlin
Original Transcript found at httpwwwabcnetaurnscienceearthstoriess96751htm
History of Solar Energy
Broadcast on Saturday 161200
Summary
Author John Perlin talks about the history of solar energy dating back to ancient Greece
Transcript
While we slug it out over how to cut our Greenhouse gas emissions its sobering to think that the Greeks and
Romans were working with solar energy over 2000 years ago
Author John Perlin is fascinated by the way civilisations have developed technologies to utilise the sun
The Greeks were the first to use solar architecture They oriented their houses to make use of the sun during
winter while obscuring its rays during summer and entire cities were built this way as early as 400 BC
But the Romans took it even further and incorporated the sun into their legal system
John Perlin After the Greeks the Romans improved upon Greek solar architecture they developed window glass
and window glass allows sunlight to come in but traps solar heat much like in your car when you park it in the
sunlight And the Romans needed sunlight so much that they put it into their legal system that you could not deny
someone their solar access and that was in the Opieans Digesture (spelling tbc) which is sort of like I guess thecode of the Romans
Alexandra de Blas Was solar energy used in any other ways at that time
John Perlin Yes well in Rome it was used for example to allow the Romans to enjoy the fruits and vegetables
of their conquests For example when they went to the Middle East or to Africa they would bring home exotic
fruits and vegetables and they would want to force them in their colder climate and they used glass covers for
greenhouses
Alexandra de Blas What happened to solar technologies as Europe went into the Dark Ages
John Perlin Well what happened was most people stopped using glass and glass allows people to better use
solar energy The Greeks I must say did not have glass it was the Romans who invented window glass although
glass had been used for thousands of years for decorations it was the Romans who got the idea to use clear glass
for glazings
Alexandra de Blas So when were the first solar water heaters as we know them today developed
John Perlin In the 18th century a French-Swiss scientist began to experiment to see how much heat window
glass could actually trap So he built a little box and put several glass tops on it and found out he could reach above
boiling point inside the box and then someone thought of putting tanks of water inside and painting them black to
heat water and that was invented in Maryland USA And then it became very big in the 1890s in California
Alexandra de Blas Then thatrsquos led on to the solar water heaters we have now
John Perlin In 1909 to improve upon the tank-type heater because the tank-type heater would still have water
in it during the night and it would cool down a person named William J Bailey in California separated the water
heating system with the water storage system and developed that type and thatrsquos the type that actually is used in
Australia today
Alexandra de Blas You recently completed another book which is called lsquoFrom Space to Earth the Story of Solar
Electricityrsquo which covers the history of photovoltaics When were photovoltaics first discovered
PAGE 25
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Alexandra de Blas And thatrsquos the photovoltaic effect which forms the basis for the solar cells we use now But
when were the first modern PV cells developed
John Perlin The people who discovered the solar cell that we use today were three Americans working on
the transistor in the early 1950s They were the people who initiated the revolution in silicon that we now all
participate in and they were building what we call transistors which are small electrical devices that are the
electronics for everything we use today And they found that if you built a transistor in a certain way you would
have a very efficient solar cell
Alexandra de Blas Well solar cells are used to power satellites how important has that linkage been for the
development of the solar cell itself
John Perlin Well actually if it hadnrsquot been for the satellite industry solar cells would have never have taken off
because in the 1950s you have to understand the solar cells were extremely expensive and there was absolutely
no use for them until satellites came And the whole point of satellites is that theyrsquore up in space and they need
power and you donrsquot have a telephone line or what you call mains power line to connect And so yoursquore willing topay almost any price for energy because the real price is lifting it off and if you donrsquot have some kind of power
source that will allow the satellite to last for a long time yoursquore going to lose millions and millions of dollars
Alexandra de Blas So that made a huge difference
John Perlin Right What it did it created the first sustainable market for solar power
Alexandra de Blas How do you see the future of photovoltaics
John Perlin Well I see it every day intruding more and more in the urban landscape I mean for example when
I was driven from Melbourne airport to Geelong my driver said lsquoWell what about solar cells where are theyrsquo
And then I started on the highway just pointing out solar cells one after another because they seem to be used in
Australia right now in many urban applications For example billboards like in Geelong you see them powering the
bus shelter illumination I would say itrsquos one of the most successful industries right now in the world itrsquos growing
by about 25 a year
Alexandra de Blas But the solar industry is still small scale when compared to the oil industry BP is supposedly
one of the world leaders in the solar field but for every $10000 they spend on oil exploration they only spend $16
on solar So whatrsquos going to bring the solar industry to a point where it can genuinely compete with fossil fuels
John Perlin Well right now therersquos so many applications for solar cells that fossil fuels cannot hope to compete
with because the solar cells are perfect for delivering energy where mains power cannot go And there are
two-and-a-half-billion people who are not hooked up to mains power And for these people solar cells are the
ideal means of say the difference between having a light at night and your children succeeding in school or not
And for example in Kenya tens of thousands of solar installations are going up right now and in South Africa too
because just like in Australia where Telecom Australia which is now Telstra had made a national commitment that
for everybody in the nation they would have the same quality of communication and that calls for an incredible
amount of use of solar cells In South Africa they promised electricity to everyone and they can only deliver that if
they use on a large scale photovoltaics
PAGE 26
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 2956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
History of Solar EnergyWhen did Greeks and Romans begin to use solar energy
Greeks used lsquosolar architecturersquo since 400BC What did this involve
How did the Romans use window glass and solar energy
Why is glass so important to the successful use of solar energy
How did the experiments of a French-Swiss scientist in the 18th century led to the first solar
water heaters
How did William J Bailey improve on the original design of solar water heaters
What do telegraphs have to do with the discovery of photovoltaics
PAGE 27
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 13 (contd)
Satellites played a very important role in the development of photovoltaic energy Explain the rolethat they played
Name two uses of solar photovoltaics in Australia
What property of solar cells gives them an advantage over fossil fuels
Why is this important to people in rural Australia South Africa and Kenya
ACTIVITY Create a solar energy timeline showing major developments in the use of solar energy Start
at 400 BC and end at current day living Use text and pictures to illustrate the major developments like
solar water heating Complete the table below to map out the history of solar energy
YEAR DEVELOPMENT
PAGE 28
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14
Solar Cells
Aim
To investigate how the tilt angle of a solar cell will affect its electrical output
Materials
Solar photovoltaic (PV) cell
Wires with alligator clips
Voltmeter
Ammeter
Protractor
Method
1 Connect the solar cell to the voltmeter and the ammeter using the wires and alligator clips
A
V
(+) (+)
(-)
(-)(+)
(-)
Solar
panel
2 Place the solar cell in sunlight
3 Using the protractor angle the cell so that it is at 0 degrees Take readings from the ammeter
and the voltmeter Record your results
4 Repeat Step 3 at 20 45 60 and 90 degree angles
Results
ANGLE CURRENT (AMPS) VOLTAGE (VOLTS)
0o
20o
45o
60o
90
o
PAGE 29
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 14 (contd)
DiscussionHow did the angle of the PV cell affect its electrical output
Which angle was gave the best electrical output
Do you think that this angle would be the most appropriate at every point during the day Explainyour answer
Extension
There are a number of variables that can affect the electrical output of a PV cell For example
bull Time of day
bull Use of reflectors
bull Shade
In your class design and conduct experiments to investigate the effect of these factors on the
electrical output of PV cells
Each group will be given a different variable to investigate and they are to produce a lab report that
includes the following sections
bull Aim
bull Materials
bull Method
bull
Resultsbull Discussion
PAGE 30
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15
Heating Water
Aim
To investigate the effect the size and shape of a solar hot water collector will have on its ability to
heat water
Equipment
bull 5 containers of varying size and shape
bull Black paint or black bin liners
bull Thermometer
bull Measuring Cylinder
bull Measuring Tape
bull Ruler
bull Clear plastic food wrap
bull Styrofoam cups
bull Masking tape
bull Newspapers
bull Water
Method
1 Prepare the containers by painting their insides black or by lining them with bin liners
2 Measure and record the volume and surface area of each container
3 Using a measuring cylinder add 100ml of water to each of the containers
4 Record the temperature of the water in each container
5 Cover the top of each container with plastic food wrap and tape securely
6 Place each container on a newspaper in the sun for 10 minutes
7 Remove the plastic food wrap and pour the water from each container into a Styrofoam cup
8 Measure and record the temperature of the water in each cup
9 Calculate the change in temperature
Results
CONTAINER VOLUME (mL)SURFACE AREA
(cm2)INITIAL TEMP
(OC)FINAL TEMP
(OC)CHANGE IN TEMP
(OC)
1
2
3
4
5
PAGE 31
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Graph the change in temperature against the volume of the container and graph the change intemperature against the surface area of the container on the same axis
PAGE 32
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Discussion
Why paint or line the containers with black material
Why use plastic wrap
Why did you place the containers on newspaper
Why pour the water into cups before taking the temperature
Which container caused the water to heat up the most
Which container caused the water to heat up the least
PAGE 33
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Which factor volume or surface area affected the solar containerrsquos ability to heat water the mostExplain your answer
How can the results you gained from this experiment help you design a solar collector
How could you have improved this experiment in terms of fairness and accuracy
PAGE 34
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 15 (contd)
Extension
Design an experiment to investigate the effect of one of the following variables on effectiveness of
a solar hot water collector
bull Colour
bull Material
bull Position
Then conduct and evaluate your experiment
You must submit a lab report with the following sections
bull Aim
bull Materials
bull Method
bull Results
bull Discussion
PAGE 35
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 36
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 3956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16
SOLAR ENERGY ndash Case Studies
BP Solar is a global company with over 2200 employees focused on harnessing the sunrsquos energy
to produce solar electricity This includes the design manufacturing marketing and installation of
quality solar power systems for a wide range of applications in the residential commercial and
industrial sectors
In Australia BP Solar are involved in projects that are responsible for providing clean energy to
homes businesses and industry
Using the cases studies found at
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
Find out what BP Solar is doing in Australia
bull In homes
bull In businesses
bull In industry
Choose an Australian case study from each of these categories and summarise them by completing
the table below
If the CO2 reduction benefit is not listed you may estimate the CO2 reduction using the following
rule of thumb for solar compared to coal fire power plants
1 MWh (or 1000 kWh) of solar power saves 1 tonne (or 1000kg) of CO 2
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR H OME
PAGE 37
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
Case Study
Location
Overview
bull How did the project
come about
bull What was the purpose
behind the project
Date Completed
Project ValueCost
Problem or Challenge that
had to be overcome
How much electricity is
generated
Environmental Benefits
F OR B U S I N
E S S
F OR C OMM UNI T Y
PAGE 38
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 16 (contd)
What are the benefits of using solar energy
What are the obstacles that need to be overcome before solar power is used more widely in
Australia
What are the environmental implications of using solar energy to power more of our countryrsquos
needs
PAGE 39
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 40
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 17
Paragraph Framework
The main idea of the paragraph is hellip
rdquoSolar power is the way of the future in reducing our dependence on fossil fuelsto meet our ever increasing energy needsrdquo
THINK
PLAN
Statement (Topic Sentence TS)
Explanation (Developing Sentence DS)
Examples (Supporting Sentence SS)
Conclusion (Concluding Sentence CS)
PAGE 41
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
WRITE (Identify each type of sentence using TS DS SS CS)
EDIT
Spelling Punctuation Grammar Sentences Keywords
Learning Experience 17 (contd)
PAGE 42
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4556
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
The Alternative Energy Debate
Your task is to plan and present an essay on the following topic
To reduce Australiarsquos current dependence on fossil fuels compare the potential of solar
energy with another alternative energy source to meet our energy needs
You need to consider both the advantages and disadvantages of both alternative energy sources
You need to justify a viewpoint on which alternative energy source offers the best potential to meet
future energy needs in Australia Use the framework below to gather and organise your information
to support both viewpoint statements then write the essay
Introductory Information
Solar Energy
Consider the advantages and disadvantages of solar
energy Assess these to form a viewpoint on the
potential solar energy offers to reduce our current
dependence on fossil fuels
Other Alternative Energy Source
Consider the advantages and disadvantages of one
other alternative energy source such as LNG or wind
Assess these to form a viewpoint on the potential the
energy source offers to reduce our current dependence
on fossil fuels
Introductory Information ndash Solar Energy Introductory Information ndash Alternative Energy Source
Advantages
Advantage 1
Supporting Evidence
Advantage 1
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 2
Supporting Evidence
Advantage 3
Supporting Evidence
Advantage 3
Supporting Evidence
Name
Class
Date
Learning Experience 18
PAGE 43
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4656
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Disadvantages
Disadvantage 1
Supporting Evidence
Disadvantage 1
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 2
Supporting Evidence
Disadvantage 3
Supporting Evidence
Disadvantage 3
Supporting Evidence
Viewpoint
Viewpoint
Supporting Evidence
Viewpoint
Supporting Evidence
Conclusion
Concluding Information Concluding Information
Learning Experience 18 (contd)
PAGE 44
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4756
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Rubric
LEVEL EARTH AND BEYOND ENERGY AND CHANGE RESOURCES
2 Identify uses for solar energy
and one other alternative
energy source
Describe the different ways
solar and one other alternative
energy source can be used
Categorise energy resources
Identify ways energy
resources are used
Recognise that people
engage in different activities
utilising energy resources
3 Relate the location of
alternative energy sources to
its importance to Australia
Relate emissions to the
changes they cause to the
atmosphere
Recognize that solar and
one other alternative energy
source are energy sourcesthat have many different
requirements
Understand that different
energy resources and
activities can be grouped intocategories
Explain how people manage
and use energy resources
Categorise different forms
of activities people engage
in utilising energy resources
4 Understand that natural
resources can be used to
provide energy requirements
Predict the changes in
emission levels with the
widespread use of solar energy
and one other alternative
energy source
Understand the link between
emission levels and the
greenhouse effect
Compare different sources
of energy in terms of their
ease of use cost and effects
on living things and the
environment
Examine alternative choices
to utilising available energy
resources
Explain how peoplersquos
circumstance and decisions
reflect their choices in
accessing energy resources
Examine how access to
energy resources can be
managed more effectively
5 Assess solar energy and one
other energy source as an
alternative energy resource to
oil and coal
Explain how solar energy and
one other alternative energy
source are utilized now and how
it might be utilized in the future
Use a greenhouse model to
describe how human activity
and resource use can impact
our global environment
Predict possible trends in
global warming if changes are
made to the way solar energy
and one other alternative
energy source are used
Analyse the efficiency
of applications that use
solar energy and one other
alternative energy source in
terms of energy input and
output
Examine the link between
energy resource availability
and usage
Evaluate the factors that
determine the availability of
energy resources
Examine how people can
manage their available
energy resources more
effectively
Learning Experience 18 (contd)
PAGE 45
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4856
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
This page is intentionally blank for aesthetic printing
PAGE 46
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 4956
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Learning Experience 19
Name
Class
Date
Optimum Electrical Output Device
This assessment requires you to complete 2 parts
Part A Design a PV Cell Device and report
Part B Marketing Strategy of device
PART A Design a PV Cell Device and Report
Your task is to use your knowledge of PV cells to design produce and test a device that will allow a
PV cell to produce an optimum electrical output during all the hours of sunlight in a day
You can make your device out of any household materials you would like but it will need to bedesigned in such a way that is can be easily connected to a voltmeter and ammeter using wires and
alligator clips
You will need to conduct preliminary tests in order to get the best design of your device It is important
to not only have a good design but you must be able to show the process you took to find it
Therefore you will need to submit a report that must include the following sections and sub sections
Preliminary Tests
bull Identify the variables you tested
bull The method you used to trial your designs
bull The results of these trials in table and graph form
Final Design
bull A material list identifying all equipment you used in the final construction
bull The method you used to construct your PV Cell Device
bull A labelled diagram of your PV Cell Device
bull A justification of why you choose this final design
As well as your report you must also submit your PV Cell Device to be tested
PART B Marketing Strategy
The second part of your assessment requires you to plan draft and present a marketing strategy
that encourages energy businesses to invest their money into producing your PV Cell Device
Your marketing strategy should pay particular attention to a few key areas
1 An overview of your PV Cell Device ndash its design how it works what it offers
2 The benefits your PV Cell Device provides in terms of energy provision
3 The advantages of solar energy
4 The long term benefits of solar energy as a means of reducing our current dependence on fossil
fuels to meet our energy needs
PAGE 47
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5056
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
You will need to follow the ICP ladder process to guide the planning and development of yourmarketing task Given the nature of marketing many options are available to you in ldquosellingrdquo the
concept of your PV Cell Device thus you have the flexibility to develop your marketing strategy in
any form that will inspire investors As part of your planning you will need to ensure you develop
your 3 Levels of Focus Questions to guide your marketing strategy presentation You must use the
paragraph framework to draft your paragraphs
You will need to submit the following
bull A completed A3 ICP Planning sheet
bull All note-taking addressing all focus questions and your paragraph plan
bull All planning and drafting of your marketing strategy
bull A paragraph plan outlining the main idea of each paragraph
bull A completed paragraph framework for each of your paragraphs
bull A final marketing strategy
bull A resource list showing where you got your information from You need to have used at least
three different resources
Due Date
Marking Key Investigating Scientifically
Preliminary Tests
Independent
amp Dependent
Variables
I can identify
the independent
variable
I attempt to
identify the
independent
amp dependent
variables
I can identify
independent amp
dependent variable
When I plan the
experiment I show a
good understanding of
the independent and
dependent variables
Method I can write a
method in simple
ordered steps
I can write
a method
in ordered
numerical steps
I can thoroughly design
a method which clearly
specifies what is to
be recorded I might
include a control and
repeat trials
I can analyse a problem
amp thoroughly plan my
investigation and may
modify my technique
through preliminary
testing
Organising
Observations
I organise my
observations in
simple formats
as pictures
words numbers
I can fill in
provided tables
I can draw
and complete
a simple
observations
table
I can draw a table which
included repeat trials amp
averages I show correct
units My variable
measurements change
in gradual amounts
I can draw and complete
complex matrix-designed
tables
Learning Experience 19 (contd)
P L ANNI N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 48
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5156
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Use ofEquipment
I attempt to useequipment in a
proper and safe
way
I use equipmentin a consistent
and safe manner
I can demonstrateconsistency and
accuracy when
measuring and using
equipment
I use preliminary teststo modify technique
and select the right
equipment to enhance
accuracy
Measurements I can make
statements and
comparisons eg
rankings
I can make
simple
measurements
made and
attempt to use of
units
I make measurements
with appropriate
accuracy and I make
more than one
measurement for each
test I use correct units
I make sufficient
measurements for
reliability and select the
most appropriate unit
Data
Processing
I compare events
in words
I can graph my
findings
I can calculate averages
and draw an appropriate
graph type and
averages
I can draw graphs with
labels line of best fit and
well balanced scales
Final Design
Method I attempt to use
equipment in a
proper and safe
way
I use equipment
in a consistent
and safe manner
I can demonstrate
consistency and
accuracy when
measuring and using
equipment
I use preliminary tests
to modify technique
and select the right
equipment to enhance
accuracy
Evaluating
Findings
I comment on
whether what
happened was
expected
I can identify
difficulties within
my investigation
I can make sound
suggestions for
improving my
investigation
I can explain
improvements to my
measurements use of
equipment repetition
of trials replicates and
uncontrolled variables
in the investigation I
can indicate additional
variablesmeasurements
to be made
Applicat ions I attempt to give
an application
I can suggest a related
application
I propose and explain a
specific applications
The source of this Investigating Scientifically Marking Key is unknown
Learning Experience 19 (contd)
C OND U C T I N G
P R O C E S S I N G
P L A
NNI N G
E VAL UAT I N
G
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
PAGE 49
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5256
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Reference for Module 10
httpwwwsolarschoolsnet
httpwwwbpcomsectiongenericarticledocategoryId=9020423ampcontentId=7038282
wwwabcnetaurnscienceearthstoriess225110htm
httpwwwenergycomauenergyeansfContentKids+Sun
wwwbpcom
httpwwwbpcomgenericsectiondocategoryId=9063ampcontentId=7038606
wwwwattsonschoolscom
PAGE 50
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5356
s ol ar en e
r g y
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 51
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5456
s ol ar ene
r gy
copyBP Australia Pty Ltd 2008 BP energy education program module 10 solar energy
Notes
PAGE 52
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5556
This book has been produced using paper from mills that have ISO4001 (International Environment Management
Standard) accreditation and FSC (Forest Stewardship Council) accreditation These standards promote forest certification
and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable
reforestation policies FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace
7262019 Bp Module10 Int
httpslidepdfcomreaderfullbp-module10-int 5656