Run By the Sun > Results

Results- "RUN BY THE SUN" -submitted by Ambridge High School

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RESEARCH

The class started the project by brainstorming certain topics and listing them on the board. The class was divided into 5 different groups based on their interest. The five groups were motor, frame and design, battery, solar cell, and the public relations committee. After dividing into groups, each group went to the library and researched information on their individual subject. Each group comprised a list of the necessary materials and parts and presented them to the class. The groups went on the Internet and looked up companies to find out item numbers, vendor information, and quantity costs. Each group comprised a budget and presented it to the class. The class voted on the budgets and began to fill out requisition forms to order the materials. To begin the design of the go-cart, the frame group decided to make a paper model of the frame. After making their paper frame, the frame group decided to use 25 gauge mild steel to begin the frame. The students called the Vocational Technical welding teacher, Mr. Geisler, to assist them with their frame. He recommended using a square metal tubing instead. The students arranged to take pieces to the Vo-Tech, where they could weld them together. The class took the field trip to the Vocational Technical School where they had a chance to weld their frame and participate in several other welding activities. The students sautered together the solar cells to make a 90-watt solar panel. The students also put together a power point presentation explaining how the solar cell works. Several of the groups combined to complete the pamphlet and the display board. The frame group worked on welding and adjusting the frame to make it work and look the best. The seat, brakes, motor, and battery were installed and the cart was finished. The students test drove the go-cart. The students displayed the go-cart for the administration and all students to see. The class explained the process of designing the cart and how the solar cell panel was used to charge the battery. On all of the above activities, the students were evaluated by teacher observations and rubrics. The students were required to keep a project notebook where they were responsible to keep a daily log on the progress of the project. Students were required to do a power point presentation to the class on alternative fuels and how it can affect their community. On all group presentations the class was required to evaluate each group using presentation rubric.

HOMEWORK

Students were assigned tasks to be completed outside the classroom on a daily basis. Tasks included contacting local businesses. Writing solicitation letters, contacting vendors, finding information from other teachers, and field trip information for the Vo-Tech Class

PARTICIPATION

For those students that lacked motivation, at times, showed much improved class performance. Most students enjoyed working on the project. The project, for the most part, was "hands-on". Students enjoyed seeing the finished project from all of their research and hard-work. Most students when the project was concluded made comments that people would not believe all of their time that they put into the project.

EXTRA CREDIT

Extra Credit was given to those students that signed up to attend the school board meeting in June. Students that worked on assembling the project after school hours were also given extra credit. Students that attended any outside field trips were also given extra credit.