Hipp to be Green

We started building the other environmental lab last week, but unfortunately over the weekend, a high wind gust sent the window panels flying.  Therefore, we began this week by retrieving the panels and assessing the damage.  We concluded after the inspection that there was only minor damage, so the students and I were very, very relieved.

The previous classes have already finalized the components for the Solar Environment Lab. If you recall the classes were broken-up into teams and each team was assigned a phase of the project to do research on.

• Team One – solar panels
• Team Two – proposed equipment used only with DC current
• Team Three – proposed equipment used only with AC current
• Team Four  – used the Excel program to develop a spreadsheet and chart showing a graph of the cost between using solar panels or the public utility electrical supply (daily, weekly, monthly and yearly)
• Team Five – took all information gathered by the teams and prepared a Powerpoint presentation

The previous classes used Ohm’s Law after they obtained the equipment electrical characteristics to find either the watts or amps used by the equipment. 

When we return from spring break, the class will complete the other solar environmental lab. 

The students are starting to realize the many benefits of working on the solar project.  They are starting to see the direct relationship between Tech class and math class. Although they knew there were connections, usually because Wes and I point them out, they are telling me what is happening in Tech class and relating it to what we are doing in math.

In math class, we are doing data analysis.  Meanwhile, in Tech class they did experiments on the voltage different light sources emit and they graphed the results. The great part is that now we discuss the results of the graph but the students also discuss how they set up the tests. They identified the differences between each experiment and determined what the results mean.
 
This was one of the main objectives we strived for when applying for the grant: having the students be able to do the work, but also understand and be able to describe what they are doing. We also wanted them to realize that math is not just classroom lessons but has connections to the world they live in.

The other part is the students are looking forward to the next lesson that will include the solar panels and the greenhouses.  Incidentally, I am also looking forward to it!