Hello Science Educators
This is the first edition of the STEM Educators Newsletter. Here is what is included in this issue:

There are several educational services that we can provide you free of charge.

• Lab Visits. We sponsor small groups of middle and high school students to visit our labs at UW to see research in action. Tours usually start with a science presentation, a walk around the labs and instrumentation, and sometime include a hands-on activity. Sign up for a tour using the Clean Energy Ambassadors signup link.
• Lesson Plans. We are continually developing new lessons and demonstrations that you can download and modify as you need. The goal is to translate current research topics and associated STEM skills into ready-to-use curriculum.  See “Science Highlights” and “Solar Circuits” documents below.

• Summer Programs for Undergraduates. We manage paid summer research experiences for undergraduates (REUs). Clean Energy Bridge to Research focuses on freshmen and sophomores from gateway institutions such as community and tribal colleges. MEM-C REU focuses on Veterans and all under-represented groups. In both programs, students are embedded in labs for the summer and conduct high-quality, authentic research.
• Research Experience for Teachers (RET). A summer program that places community college or high / middle school teachers in labs for a 4 to 6 week period. The goal is for teachers to generate research-inspired curriculum for their classrooms.
• Transfer Summer UW students. Under-represented students who are transferring to the UW may apply for the Clean Energy ALVA or MEM-C ALVA summer program before their first fall quarter. They receive enrichment in chemistry and math and conduct research in our labs.

Check your understanding
How are flexible solar cells different from silicon solar cells?
 
What science and technology professions are working on flexible solar cells?
 
Why would it be important to increase the efficiency of solar cells?
 
Can you think of a new application for flexible solar cells?

 

Solar Circuits

(download a print version)

Materials-

• 6 mini solar panels
• 1 bag of clipleads
• digital multimeter
• 1 DC motor
• Assorted LEDs + Flashing LED

1. Take a close look at the solar cell. Notice that it has two leads: one red and one black. The recommended cell for this activity is actually a mini solar panel that has three silicon solar cells wired together and embedded in plastic. This makes the cells easy to handle without breaking.
2. Measure the voltage produced by a single solar cell or panel. Show the students how to select the correct setting on your meter dial (usually 2V or 2000m). Notice that the wires on the cell and the leads on the meter are color coded red or positive and black for negative. Use clip leads to make it easier to keep leads connected. Place the solar cell under a bright light and then a regular room light.Have students collect data for each experiment. (Expect voltages from .5 to 1.5 volts, each cell within the panel contributes .5 volts
3. Ask students if they are familiar with light emitting diodes (LEDs). Try connecting a single solar cell to a LED. Point out that one of the leads of the LED is longer than the other; the longer lead is the positive side and must be connected to the positive solar cell wire. Does the light go on if the cell is full sunlight or held under a bright light? (Depending on your LED and the brightness of your light, you might be successful. A single LED needs a minimum turn on voltage between 1.5 and 3 volts.) Try wiring two cells in series, red to black and then to the LED. This should give you enough voltage to turn on the LED. You might point out that an LED flashlight often has several 1.5 V batteries.
4. Repeat your observations with a flashing LED. This led has three colors of LEDs combined in one housing and an electronic timer that turns each on and off in sequence. Try exposing more light to the panels and observe the flashing light.
5. Attach the small electric motor to your solar panels. You might attach a plastic coffee cup lid to the motor so you can see it turning. What conditions make the motor rotate the fastest?

Extension

• Try building a Solar Spinner with plans from CEI
• Download extended instructions and supplies for a solar exploration kit

Science Standards at Work
We align our lessons to the Next Generation Science Standards (NGSS) to support performance expectations like those listed below for the Solar Circuits Activity.

Notice that these expectation statements model the idea of 3 dimensional learning that combine three or more foundation elements.
To fulfill these expectations students need to use scientific and engineering practices (SEP), and understand Disciplinary Core Ideas (DCI) and Cross cutting concepts (CCC).
 

 
Hands-on activities are naturally engaging but you can increase their impact using guided discussion. Think about questions likes these to help surface the big ideas in NGSS that we are hoping to build.

1. In your investigation how did you assure that your measurements were accurate and reliable?
2. What problems did you encounter with your measurements?Where did the energy start from and where did end up?
3. What forms of energy were used in each step of your experiment? Make an energy flow chart.
4. What conditions are needed to make a complete circuit?How is energy transferred from one form to another?
5. What are other examples of energy transfer that you see everyday?
6. Can you design a simple invention using these materials?

This newsletter is a joint effort of the University of Washington’s (UW’s) Clean Energy Institute (CEI) and Molecular Engineering Materials Center (MEM-C).

CEI was founded in 2013 with funds from the state of Washington. Its mission is to accelerate the adoption of a scalable clean energy future that will improve the health and economy of our state, nation, and world.
To accomplish this mission, CEI supports the advancement of next-generation solar energy and battery materials and devices, as well as their integration with systems and the grid. The institute creates the ideas and educates the people needed to generate these innovations, while facilitating the pathways to bring them to market.
CEI consists of UW faculty, graduate students, and undergraduates from Chemistry, Physics, Chemical Engineering, Electrical Engineering, Materials Science and Engineering, and Mechanical Engineering. In addition to supporting innovative research, CEI conducts educational outreach across Washington.

MEM-C is a National Science Foundation (NSF)-funded Materials Research Science and Engineering Center at UW and involves many CEI faculty and students. Its research focus is engineering energy and electronic materials that are one atom thick, and creating light-trapping nanostructures, such as quantum dots. MEM-C students undertake broader impacts projects and outreach visits.

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