Solar Ovens

 

This week in Girlstart, the girls were able to explore alternative forms of energy and see one in action! They put their building hats on and became Civil Engineers as they created their very own solar ovens! 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

They started off by learning the difference between renewable and nonrenewable energy. Following, they were given cards with different examples of energy sources and had to work together to place the cards into the two categories. The girls then learned why renewable resources are so important, specifically when it comes to the benefits they provide. This includes lowering the emission of carbon dioxide and other pollutants into the environment, which have negative effects on wildlife that were seen in action the week before with Freddy the Fish.

 

 

Finally the girls were given a cardboard box, aluminum foil, black paper, and plastic wrap in order to construct their oven! As they built, they learned why these specific materials were being used. The foil was used to reflect the sun and the black paper absorbed the sunlight to trap the heat produced by the lightwaves the color absorbs (which they were told would largely be explored in their college chemistry class). Once the ovens were built the girls ran outside to heat up a marshmallow using solar energy!  Afterward many were excited to see what else they could heat up and even build to use once the Texas heat arrived!

 

 

 

Biofuels

 

This week at After School To-Go, students investigated different energy sources as Biofuel Engineers! After reviewing concepts like alternative energy, fermentation, and nonrenewable and renewable resources, girls discussed common sources of energy. What makes a resource renewable or nonrenewable? How do countries acquire more nonrenewable resources? Students explored these and other questions to prepare for their biofuels experiment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students were given water bottles with warm water, yeast, and various forms of sugar to examine different forms of alternative energy. After adding the ingredients to each mixture, girls fit balloons over each water bottle and observed the chemical reactions occurring within. Depending on the sugar source, some balloons expanded much more than others! Students hypothesized that the mixtures with smaller balloons were not as efficient at creating biofuels as were the mixtures with very large balloons.

 

 

Where Does Your Trash Go?

 

This week at After School To-Go, girls reviewed concepts and learned skills used in the landfill engineer career! Fossil fuels, groundwater, and pollutants are all obstacles addressed by these engineers. To tackle these issues, landfill engineers receive training in toxic leak management, hazardous materials, and health dangers. Using a miniature model of a town, students worked together to solve these real-life problems.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students received a tub full of sand with a model of a small town and dyed marshmallows, representing trash in a landfill. First, girls tried burying the trash under a shallow layer of topsoil. After simulating rainfall, the marshmallow trash was uncovered and the runoff carried the dye (or pollutants) into the town. Students discussed the effects of buried trash on the environment, including plant contamination, water contamination, and animal habitat destruction.

 

 

 

 

 

 

 

 

 

 

Next, students began planning the construction of a landfill shield that would prevent pollutants from leaking into the nearby town’s resources. Each small group was given a budget and a list of materials, complete with prices. Students “purchased” plastic sheets, clay, sand, gravel, and other materials to create this shield. Each small group tested their prototype shield after another simulated rainfall, checking for pollutants with a cotton ball test.