lesson 1 sundial · lesson 1 －sundial course ... increase students’ motivation (1) a teacher...

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Lesson 1－Sundial

Course

Objectives

◼ Understand the scientific principles of the sundial by observing the model's operation.

◼ Develop the ability to communicate and coordinate with others through group discussion.

◼ Assemble the sundial with building blocks and try to demonstrate the principles applied in the model.

Total

Time

60

mins

Keywords Solar Power. Sundial. The Sun and its Position. Latitude.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent

1. Increase Students’ Motivation

(1) A teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to modify the model.

(3) Brainstorming What is the Sun’s position in the sky at

different times during the day?

（A：The sun rises in the East, reaches its highest point

at noon, then sets in the West.）

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2. Course Activity Related to the Manual

(1) Students get the basic materials of this model.

(2) A teacher can guide students to assemble the model with the building blocks according to the teaching slide and the student's book.

(3) Encourage students to modify the model. If a student finishes the adjustment, he or she can do the “Hands-on Experiment” first.

(4) Hands-on Experiment Based on your model, try to draw

a semicircular sundial and mark the times from 06:00 to 18:00.

（A：You can record the current time and the angle at

which the sun is located. Encourage students to record

their experiments.）

(5) Hold a contest. Students can discuss and practice during the contest.

(6) Hands-on Creativity Make the sundial scale more

accurate and then take it outside to work with a compass and see whose time is more accurate.

（A：Encourage students to do it and record it.）

10

20

15

▪ Electronic whiteboard

▪ Projector & Screen

▪ Tablet or computer

▪ Building blocks

Participa

tion

3. Integrated Learning

(1) Display all the models of each group. Give the winner group a big hand.

(2) A teacher can make a review of the concepts of “Sundial. The Sun and its Position." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.

(3) Students’ works can be displayed in the classroom.

(4) Remind students to clean up the desk, disassemble the model and put the building blocks back to the boxes.

10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out relative things in daily life and try to make an extension of the model.

(2) Let students modify the model and increase accuracy.

Record & Feedback


Lesson 2－Tightrope Walking

Course

Objectives

◼ Understand the trajectory of the sun and planets.

◼ Understand the operating principle of the tightrope walking with the building blocks.

◼ Develop the ability to analyze and improve the structure through group discussion.

Total Time

60 mins

Keywords Solar Path. Star. Trajectories and orbits of planets. Earth revolution. Earth

rotation. Gravitation.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Tightrope Walking. Please ask students to think about how to make it work differently.

(3) Brainstorming How does the Sun’s path differ in summer

to winter?

（Ａ：In the northern hemisphere, in the summer, the sun

rises in the north of east; in winter, the sun rises in the

south of east.）

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(4) Hands-on Experiment What methods can we use to make

the model move in reverse?

（A：Exchange the positions of the positive and negative

terminals of the motor.）


(6) Hands-on Creativity Try modifying the model to make it

go faster!

（Ａ：Reduce the weight of the model or add more solar

panels.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar Path. Star. Trajectories and orbits of planets. Earth revolution. Earth rotation. Gravitation." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out relative things in daily life.

(2) Let students modify the model again. Add a five-cm rod to the left and another five-cm rod to the right below the motor to see if the model can move in a balanced way on the track.

Record & Feedback


Lesson 3－Solar Gyro

Course

Objectives

◼ Understand the operating principle of the solar gyro with the building blocks.

◼ Understand how simple machines (gears) work.

◼ Develop the spirit of active participation in activities.

Total

Time

60 mins

Keywords Rotational motion. Axis, Orbit. Earth rotation.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Gyro. Please ask students to think about how to make it work differently.

(3) Brainstorming What would happen if Earth stops its

rotation?

（Ａ：If the earth suddenly stops rotating, the

atmosphere is still moving due to inertia. The speed of this movement is the speed of the earth's rotation. It is 1667 km/h on the equator and gradually weakens toward the poles. This would be a powerful super hurricane that can destroy houses on Earth and eliminate humans!

The day and night replacement will be calculated every year, half a year is day time, and half a year is a dark night. Half of the earth will be affected by solar radiation all year round, heat loss will be slow, and the temperature will rise to extremely high. The other half of the earth is not exposed to solar radiation all the year round, and the temperature is lowered. At the boundary between darkness and light, air convection will occur strongly, creating a typhoon. The seawater will be redistributed, the two poles will become oceans, and the seawater around the equator will recede into the land, and most of the cities in which people live will be submerged by the tsunami. Source:

https://kknews.cc/zh-to/science/oy5mxb6.html）

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https://kknews.cc/zh-tw/science/oy5mxb6.html






(4) Hands-on Experiment How can we make the model rotate

faster?

（A：Ask students to do the experiment and make a

record.）


(6) Hands-on Creativity Use colored paper to remodel your

solar-system gyro.

（Ａ：Ask students to modify the models and design their

solar gyros.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Rotational motion. Axis, Orbit. Earth rotation." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out things related to rotational motion in daily life.

(2) A teacher can play a video of the Earth's rotation and the Earth's revolution, helping students understand the relationship between the Sun and the Earth.

Record & Feedback


Lesson 4－Commercial Signboard

Course

Objectives

◼ Understand the principles and characteristics of the solar spectrum and the energy conversion from light energy into mechanical energy.

◼ Learn the force-transmitting principle of simple machines with experiments.


Total Time

60 mins

Keywords Solar spectrum. Rainbow. Energy conversion (Light energy→Mechanical

energy)

Total Time Total

Time Total Time

Total

Time



(2) A teacher demonstrates the model of this lesson - Commercial Signboard. Please ask students to think about how to make it work differently.

(3) Brainstorming Have you ever watched the color

changing in the sky over the course of a day?

（Ａ：The sky of daytime is blue, the sky of nighttime is

black, and the sky in the morning and evening is red and orange. The atmosphere makes the sky turn into red at sunrise and sunset. The sun light is made up of seven colors of light, and the ability of different colors passing through the atmosphere varies. The red light, orange light, and yellow light (with longer wavelength) can pass through the atmosphere. But other colors such as blue light and purple light (with shorter wavelength) are reflected by the atmosphere and cannot go further. So, the sun looks red

and orange at sunrise and sunset.）

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(4) Hands-on Experiment When comparing different light

sources, can you see the difference of the commercial signboard’s spinning speed.

（A：WhThe spectrum that the solar cell can absorb is

the infrared light region with a wavelength between 700 and 1,200 nm. If two bulbs with the same wavelength range but different wattages are used, a bulb with a higher wattage will cause the commercial signboard model to rotate at a higher speed than a bulb with low

wattage.）


(6) Hands-on Creativity Let’s design the contents of a

commercial signboard and have a drawing contest.

（Ａ：Encourage students to draw patterns they like.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar spectrum. Rainbow. Energy conversion." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task


(2) Let students modify the model by adding solar panels and observe the difference.


Record & Feedback

Lesson 5－Monograph 1

Course

Objectives

◼ Create or improve models using what you have learned.

◼ Develop the ability to analyze and improve the structure of model with group discussion.

◼ Develop the ability to express ideas and communicate with others.

Total

Time

60

mins

Keywords Solar energy. Artificial satellite.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a solar-powered satellite" and think about how to assemble it.

(2) Brainstorming In order to explore different places and

conditions on Earth and the wonders of the cosmos, people invented and launched solar-powered satellites. Try and build a satellite.

5

▪ Supplemental slides

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(2) Encourage students to adjust and improve the model first.

10 35




▪ Building blocks

Participa

tion




(2) Encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task


Record & Feedback


Lesson 6－Swinging Signboards

Course

Objectives

◼ Understand the scientific principles of the swinging signboard by observing the model's operation.


◼ Assemble the swinging signboard with building blocks and try to demonstrate the principles applied in the model.

Total Time

60 mins

Keywords Solar energy. Energy transformation. Conversion of light energy into

mechanical energy. Simple machine.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Swinging Signboards. Please ask students to think about how to make it work differently.

(3) Brainstorming If energy could be created out of nothing,

what the world would look like?

（Ａ：Perpetual motion machines. Magic. "Toy Story"

movie.）

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(4) Hands-on Experiment How can you make the signboard

swing with a bigger range?

（A：Increase the width of the horizontal frame below the

swinging signboard (replace it with a 5x10 long frame). Do

the experiment, observe the difference and make a record.）


(6) Hands-on Creativity Remodel the swinging signboard

and draw a better pattern on paper. Cut it out and paste it to the upper side of the model.

（A：Ask students to paint or paste their favorite patterns

or cards.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar energy. Energy transformation. Simple machine." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out relative things in daily life

(2) Let students modify the model and see how to make it

work differently.

Record & Feedback


Lesson 7－Sun Chasing Machine

Course

Objectives

◼ Understand the scientific principles of the simple machines driven by solar energy.


◼ Assemble the sun chasing machine with building blocks and try to demonstrate the principles applied in the model.

Total

Time

60

mins

Keywords Phototaxis. Phototropism.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Sun Chasing Machine. Please ask students to think about how to make it work differently.

(3) Brainstorming There are three things necessary for a

plant to have in order to survive. What would happen if there were no sunlight?

（A：If there was no sunlight, the earth would fall into

darkness, the photosynthesis plants would not grow, the herbivores would gradually decrease, the carnivores would decrease, the humans would have less food, and

the earth would fall into a mess.）

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(4) Hands-on Experiment Observe the model’s motion once

under sunlight, and another time without sunlight. What is the difference?

（A：Encourage students to experiment and record.

When there is sunshine, the solar panel absorbs more energy, and the moving speed increases. If there is no sunshine, the solar panel cannot absorb energy, and the

model moves slowly or even stops moving.）


(6) Hands-on Creativity The Sun’s path is different every

day. How can we make the model easily adjust its angle of declination in order to face the Sun directly?

（A：Encourage students to operate the model and make

a record.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Phototaxis. Phototropism. Simple Machine." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out related to phototropism in daily life.


Record & Feedback


Lesson 8－Duck

Course

Objectives

◼ Understand the concept of energy exchange in an ecosystem .

◼ Understand the principle of conversion from light energy into mechanical energy through experiments.


Total Time

60 mins

Keywords Ecosystem. Energy exchange. Food chain. Energy Transformation in

Animals. Conversion from light energy into mechanical energy.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to make it work differently.

(3) Brainstorming In an ecosystem, what’s the impact of a

dramatic decrease of predators?

（A：In a short period, primary consumers (herbivores)

will increase and their food producers (plants) will decrease. After a long time, a new balance will be

reached. This is called dynamic balance.）

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(4) Hands-on Experiment Does changing the solar panel’s

position affect the duck’s walking speed?

（A：Encourage students to change its position and

operate the model to see if there is any difference.）


(6) Hands-on Creativity Remodel the duck into another

animal, such as a penguin.

（A：Encourage students to make a different animal and

make sure it can walk.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Ecosystem. Energy exchange. Food chain. Energy Transformation in Animals. Conversion from light energy into mechanical energy." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out related to ecosystem, energy exchange, food chain in daily life.

(2) Let students modify the model’s shape and try to make it a cat shape.

Record & Feedback


Lesson 9－Solar Thermal Collector

Course

Objectives

◼ Learn about the characteristics of the sun: heat or thermal energy.


◼ Develop the ability to design models and do experiments with building blocks.

Total Time

60 mins

Keywords Solar energy, light energy, heat energy, heat collector. Light-to-Heat

Conversion.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Thermal Collector. Please ask students to think about how to make it collect more heat energy.

(3) Brainstorming During the Siege of Syracuse, the famous

Greek inventor Archimedes set enemy ships on fire using a series of reflecting mirrors to channel the Sun’s solar energy. What other applications can solar energy be used for?

（Ａ：Collect heat to make a fire.）

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(4) Hands-on Experiment Observe from different angles, to

see if the Light Collection Plate’s sunlight aggregation position is different.

（A：Encourage students to operate the model, observe

changes, and make a record.) (5) Hold a contest. Students can discuss and practice during

the contest.

(6) Hands-on Creativity What else can we do to make the

Light Collection Plate change angle?

（Ａ：Encourage students to operate the model, observe

changes, and make a record.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “light energy, heat energy, heat collector. Light-to-Heat Conversion." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out other materials or designs of the solar thermal collectors in daily life.

(2) Let students place the solar thermal collectors in three different locations (under the tree shade, playground track, classroom corridor) and observe where the solar collector has the best heat collection.


Record & Feedback



Course

Objectives



◼ Develop the ability to express ideas and communicate with others.

Total

Time

60

mins

Keywords Tracking the sun. Solar thermal collector (heat collector). Light-to-Heat

Conversion.

Teaching Guide

Time

(min

s)

Teaching

Resource

Assess

ment


(1) A teacher inspires students to discuss "a solar heat collector that can track the path of the sun" and think about how to assemble it.

(2) Brainstorming With all the laws and models we’ve just

learned about, please make a solar heat collector that can track the path of the Sun for a higher light-to-heat conversion rate.

5


Self-aw

areness




10 35




▪ Building blocks

Particip

ation






10

▪ Model

▪ Boxes

Oral

Present

ation


4. Extension Task

(1) Encourage students to find out things related to light-to-heat

conversion in daily life.

Record & Feedback


Lesson 11－Solar Crane

Course

Objectives

◼ Understand the scientific principles of solar crane by observing the model's operation.


◼ Assemble the solar crane with building blocks and try to demonstrate the principles applied in the model.

Total

Time

60

mins

Keywords Solar Energy. Crane. Photoelectric Effect.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Crane. Please ask students to think about how to make it work more smoothly.

(3) Brainstorming What things in our everyday lives

generate power from light energy?

（Ａ：Some watches have a device that converts light

energy into electrical energy and stores the energy to

make the watches work.）

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(4) Hands-on Experiment How can we make the crane go

down?

（A：If the model operation is going up when we turn on

the switch, now we want to make the crane go down. We can exchange the two wires that connect the motor so as

to make the motor rotate in the other direction.）


(6) Hands-on Creativity Design a handle switch that can be

used to control the upward and downward movement of the crane.

（Ａ：Ask students to modify the model.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar Energy. Crane. Photoelectric Effect." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task


(2) Let students modify the model and see what ideas students can come up with.

Record & Feedback


Lesson 12－Radar

Course

Objectives

◼ Understand the operating principle of the radar with the building blocks.

◼ Understand the definition of intermittent energy.

◼ Understand the relationship between Input light energy and output mechanical energy by operating the radar model.

Total

Time

60

mins

Keywords Radar. Intermittent Energy.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to use the radar model.

(3) Brainstorming Why do people get up after sunrise, and

rest after sunset?

（Ａ: It's the lifestyle of the ancient people. Because

there was no electricity or no light bulbs before, the lighting was not enough at night and people have to work

and rest according to the sunrise and sunset.）

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(4) Hands-on Experiment Remodel the stationary solar

panels into Sun-tracking ones.

（A：Encourage students to modify the models.）


(6) Hands-on Creativity Under different intensities of light,

test the number of rotations of the radar within one minute.

（Ａ：Encourage students to do the experiments and

make a record.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Radar. Intermittent Energy." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task


Record & Feedback


Lesson 13－Solar Charging Station

Course

Objectives

◼ Understand the applications of solar energy storage by observing the movement of solar charging station.


◼ Assemble the solar charging station with building blocks and try to demonstrate the principles applied in the model.

Total Time

60 mins

Keywords Solar Charging Station. Solar Storage. Rechargeable batteries.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Charging Station. Please ask students to think about how to make it work differently.

(3) Brainstorming What is the benefit of using a

rechargeable battery?

（Ａ：Rechargeable batteries can replace other alkaline

batteries. Rechargeable batteries can be used

repeatedly.）

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(4) Hands-on Experiment Prepare a chargeable battery to be

recharged for an hour. Then, adjust the solar panel at different angles, to see which angle produces the best photovoltaic (charging) efficiency.

（A：When the solar panel is vertical to the sunlight.）


(6) Hands-on Creativity Use reflective objects available in

everyday life to gather sunlight on the solar panel. Observe any increase of the photovoltaic efficiency. (Note: Do NOT use any magnifying lens, this may melt the solar panel.)

（Ａ：Students can use mirrors, aluminum foil or the sun

collector in this package. Do not use a magnifying glass

(a hand lens).）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar Charging Station. Solar Storage. Rechargeable batteries." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion


4. Extension Task

(1) Encourage students to find out relative things in daily

life.

(2) Let students put the solar power storage station in the

sun and under the shade for two hours, and then use the

battery capacity detector to measure the difference in

battery capacity before and after.

Record & Feedback


Lesson 14－Solar Bicycle

Course

Objectives

◼ Learn about the principles and features of the solar bicycle.

◼ Develop the spirit of cooperation and problem-solving skills through teamwork.

◼ Assemble the solar bicycle with building blocks and try to demonstrate the principles applied in the model.

Total

Time

60

mins

Keywords Solar Bicycle. The Pros and Cons of Solar Power.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Bicycle. Please ask students to think about how to make it work more smoothly.

(3) Brainstorming What are the advantages and

disadvantages of using solar energy?

（Ａ：Advantages: universal, permanent, and

non-polluting. Disadvantages: poor stability and high

cost.）

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(4) Hands-on Experiment Compare the speed of the bicycle

under different light sources.

（A：When there is a strong light source(using a higher

wattage bulb), the solar panel absorbs more energy,

which speeds up the bicycle.）


(6) Hands-on Creativity Try modifying your bicycle.

Afterward, hold a race!

（Ａ：Make the source of light brighter or add another

solar panel to speed up the bicycle.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar Bicycle. The Pros and Cons of Solar Power." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out things related to solar

energy in daily life.

Record & Feedback



Course

Objectives




Total

Time

60

mins

Keywords Solar energy. Energy conversion. Charging and discharging cars.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a charging and

discharging car" and think about how to assemble it.

(2) Brainstorming Sunlight is Earth’s most indispensable

natural resource; however, there are a lot of activities

that occur at night when the Sun is not present. Please

design a car that can be used when both powered and

unpowered.

5


Self-awa

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10 35




▪ Building blocks

Participa

tion






10

▪ Model

▪ Boxes

Oral

Presenta

tion


4. Extension Task

(1) Encourage students to find out things related to solar energy or energy transformation in daily life.

Record & Feedback


Lesson 16－Solar Vehicle

Course

Objectives

◼ Understand the operating principle of the solar vehicle with the building blocks.


◼ Assemble the solar vehicle with building blocks and try to demonstrate the principles applied in the model.

Total Time

60 mins

Keywords Solar energy. Energy conversion. Solar Vehicle.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Solar Vehicle. Please ask students to think about how to make it work.

(3) Brainstorming What kinds of issues do solar-powered

vehicles run into?

（Ａ：The stability is poor. The solar energy is constantly

changing due to the influence of the day and night and

season changes.）

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(4) Hands-on Experiment Record the speed of the car under

different light conditions.

（A: Please test the sun changes of a specific area in the

morning, noon, and afternoon and make a record.）


(6) Hands-on Creativity Try modifying your bicycle. Let's

hold a solar car race.

（Ａ：Increase the amount of light or add another solar

panel.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar energy. Energy conversion. Solar Vehicle." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to do research and talk about the advantages and disadvantages of solar cars.

Record & Feedback


Lesson 17－Hybrid Car

Course

Objectives

◼ Understand the operating principle of the hybrid car with the building blocks.


◼ Develop the ability to design models and do experiments with building blocks.

Total Time

60 mins

Keywords Solar energy. Energy conversion. Hybrid Car.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Hybrid Car. Please ask students to think about how to make it work faster.

(3) Brainstorming What are the pros and cons of using

either a hybrid system or a single-source system?

（Ａ：The energy sources of hybrid cars can be

cross-subsidized. If a single source of energy is intermittent energy, this energy cannot be used all the time. For example, a car with only solar energy cannot be

used without the sun.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(1) Hands-on Experiment Record the difference in speeds

among solar-powered cars, electric cars, and a hybrid car.

（A：Encourage students to do it and record it.）


(6) Hands-on Creativity Try to modify the model with other

components and create a hybrid cement mixer.

（Ａ：Encourage students to modify the model and make

a record.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar energy. Energy conversion. Hybrid Car." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out things related to hybrid

car in daily life.

Record & Feedback


Lesson 18－Hand-held Imitational Beast

Course

Objectives

◼ Understand the working principle and characteristics of the imitational beasts.


◼ Assemble the imitational beast with building blocks and try to demonstrate the principles applied in the model and the definition of the imitational beast

Total Time

60 mins

Keywords Imitational Beast. Bionics.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Hand-held Imitational Beast. Please ask students to think about how to make it work more smoothly.

(3) Brainstorming Which equipment in our daily life has

imitational functions of animals or plants?

（Ａ：Military camouflage equipment is inspired by

chameleon's discoloration ability. The bio-mimetic lotus leaf film is an artificial polymer film which has the properties of waterproof and oil resistant

https://tw.answers.yahoo.com/question/index?qid=2005061400001

1KK08258）

5 ▪ Suppleme

ntal slides

Self-awa

reness

https://tw.answers.yahoo.com/question/index?qid=20050614000011KK08258

https://tw.answers.yahoo.com/question/index?qid=20050614000011KK08258






(4) Hands-on Experiment Write down the forward speed of

an imitational beast powered by solar energy. Then, remodel it for a faster forward movement.

（A：Encourage students to operate the model, observe

the difference, and make a record.）


(6) Hands-on Creativity Try to modify the model with other

components and create your own imitational beast.

（Ａ：Ask students to modify their model. ）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Imitational Beast. Bionics." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out things related to solar energy or bionics in daily life.

(2) Let students modify the model. Hold a contest and see which walks the fastest.

Record & Feedback


Lesson 19－Ferris Wheel

Course

Objectives

◼ Understand the operating principle of the Ferris Wheel with the building blocks.


◼ Assemble the Ferris Wheel with building blocks and try to demonstrate the principles applied in the model.

Total

Time

60 mins

Keywords Solar energy, solar power, Ferris wheel.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Ferris Wheel. Please ask students to think about how to use this model.

(3) Brainstorming When the wheel goes up higher and

higher, do you feel that your body becomes lighter?

（Ａ：The passengers may feel that "their bodies are the

heaviest at the bottom of the Ferris wheel, and the lightest at the top. It is because the gravitational acceleration of gravity and the centripetal acceleration of the Ferris wheel both act on the passengers. It does not mean that the weight of the passengers is really reduced, and the fact is that there is a "force" to carry themselves up, so that the passengers feel an illusion of being

lighter.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment To reverse the model’s forward

direction, what change can you make to the mechanism?

（A：Exchange the wires of the battery.）


(6) Hands-on Creativity Renovate the model for slower

rotation speed.

（Ａ：Please modify the structure of the gear set. Use the

large gear to drive the small gear, and its speed will be

slower.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Solar power, Ferris wheel." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task


(2) Let students draw some lovely items on the drawing paper to decorate the Ferris wheel model structure or draw some passengers in cars of Ferris wheel.

Record & Feedback



Course

Objectives




Total

Time

60

mins

Keywords Energy conversion. Solar energy. Solar generator

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a lunar rover that can use solar power to navigate the terrain of a new planet " and think about how to assemble it.

(2) Brainstorming When astronauts go on a mission, they

cannot always carry along a generator with them ; however, solar energy is a very accessible resource. Try to design a lunar rover that can use solar power to navigate the terrain of a new planet.

5


Self-awa

reness




10 35




▪ Building blocks

Participa

tion






10

▪ Model

▪ Boxes

Oral

Presenta

tion


4. Extension Task

(1) Encourage students to find out relative things in daily

life.

Record & Feedback

lesson 1 sundial · lesson 1 －sundial course ... increase students’ motivation (1) a teacher...

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