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Solar Oven (English)

30-60 min

Ages 5+

What Will You Make?

We will create a solar oven. to explore the concepts of heat and temperature along with their three mechanisms of heat transfer: Conduction, Convection, and Radiation.

What Will You Learn?

Heat is a form of energy that is transferred from one body to another, while temperature is a property that indicates the amount of heat in an object and is generally measured in degrees Celsius or Centigrade. The way in which heat is transferred is always from a body of higher temperature to one of lower temperature, until a thermal equilibrium is reached; if they stay in touch long enough. There are three mechanisms for heat transfer to take place: Conduction, Convection, Radiation.

Grab your materials...let's get started!

solar oven materials

Prep the box

Step 1

We start by taking our box, the lid acts as a reflector to direct light into our oven, so we cut the extra flaps off the box.

solar step 1

Add tin foil

Step 2

Now we will take the aluminum foil, line the inside of the box and the lid flap. We use the clear tape to keep it in place.

Prep your food

Step 3

We put several cookies on our plate and put a marshmallow on half of the cookies and chocolate on the other half.

Place food in your oven

Step 4

We placed the plate in the box and glued a sheet of plastic wrap over the top.

Let's get cooking!

Step 5

Let’s take our oven out into the sun and position it so that the sun shines directly into it. If your lid is having trouble staying open, use a straw and some tape to hold the lid open.

Cool! The cooking time will depend on the temperature and the amount of sunlight that the oven receives, be patient and check your sandwiches frequently and you will notice that each time they melt a little more.

Let's Eat!

Step 6

Once the marshmallows are soft to the touch, carefully scoop out the ingredients and create the cookie by bringing the chocolate and marshmallows together. Be careful because they can be hot! Enjoy your sandwiches baked in your own solar oven!

Finished Samples

Resources

Media

What's Happenning Here?

Conduction, Convection, and Radiation

Our solar ovens work using sunlight as energy creating a transfer of heat by radiation and this is accumulated thanks to the aluminum surface of the oven and our plastic cover which increases the temperature.

As a result, you can harness the power of the sun to help you heat up your treats!

What Is Next?

Try these projects

Both of these projects, featured in Make, also focus on solar or cooking. They are easy and fun for exploring DIY cooking further.

solar tracking
Solar Tracking Platform
tin can stove top
EZ-Make Oven

About MoonMakers

MoonMakers — led by Camila and Diego Luna —  are a community of creators passionate about knowledge. A Makerspace, an open space with different digital manufacturing machines. And a YouTube channel where we promote science, technology and the maker movement.

MoonMakers have collaborated with companies such as: Sesame Street, Make Community and in Mexico with Educational Television and Fundación Televisa, creating educational content.

We have given workshops throughout the Mexican Republic with: Talent Land, Secretary of Education in Jalisco, Conacyt, Centro Cultural España.

MoonMakers

Materials:

  • Shoe box
  • Foil
  • plastic wrap
  • Scotch tape
  • Disposable aluminum tray
  • thin cookies (like graham crackers)
  • marshmallows
  • Chocolate

See More Projects in these topics:

Fabrication Food Physics STEM or STEAM

See More Projects from these themes:

Carnival/Theme Park Construction Site The Canteen (Mess Hall and Recycling Station)
MoonMakers
Somos una comunidad de creadores apasionados por el conocimiento. Un Makerspace, un espacio abierto con diferentes máquinas de fabricación digital. Y un canal de YouTube donde promovemos la ciencia, la tecnología y el movimiento maker.
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Maker Camp Project Standards

Based on NGSS (Next Generation Science Standards)

CCSS (Common Core State Standards)

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).

Geometry

  • Grades K-2
    • CCSS.MATH.CONTENT.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
    • CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
    • CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
    • CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
    • CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
    • CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
    • CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
  • Grades 3-5
    • CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
  • Middle School
    • CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
    • CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
    • CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
    • CCSS.MATH.CONTENT.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
    • CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.
    • CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
    • CCSS.MATH.CONTENT.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

NGSS (Next Generation Science Standards)

The Next Generation Science Standards (NGSS) are K–12 science content standards.

Forces and Interactions

  • Grades K-2
    • K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
    • K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
  • Grades 3-5
    • 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
    • 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
    • 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
    • 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.
  • Middle School
    • MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
    • MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
    • MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
    • MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
  • High School
    • HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
    • HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
    • HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
    • HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
    • HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

ISTE Standards (International Society for Technology in Education)

The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.

1.1 Empowered Learner

  • Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
  • 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • 1.1.b Students build networks and customize their learning environments in ways that support the learning process.
  • 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

1.2 Digital Citizen

  • Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
  • 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
  • 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  • 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

1.3 Knowledge Constructor

  • Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
  • 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

1.4 Innovative Designer

  • Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
  • 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.
  • 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.5 Computational Thinker

  • Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
  • 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
  • 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
  • 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

NGSS MS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS HS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  • HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS K-2 Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS 3-5.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.
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