Table 3 Authentic questions (abbreviated) with duration, EE frequency, and associated NGSS disciplinary core ideas (DCI)

D1

AQ1: (Fran) Can two or more lower energy photons work together to knock an electron into the conduction band?

2:37*

3

PS2.B

D1

AQ2: (Alex) What is the PN junction and what is the purpose?

*4:54*

8

PS2.B

D1

AQ3: (Georgia) In the texturing process, why is the pyramid shape associated with that acid?

*2:18*

3

PS1.B

D1

AQ4: (Barrett) I don’t understand the graphs. IV testing, curves, amps, current, voltage—what is the difference between these terms?

*5:26

8

PS3.A

D1

AQ5: (Georgia) How are they creating resistance in the sheet by layering?

1:47*

2

PS3.B

Total time duration:

17:02

8:12

D2

AQ1: (Barrett) How do we teach kids about the science behind making solar cells without physically making them?

*1:19*

1

ETS1.B

D2

AQ2: (Alex) How expensive is silicon? Can we buy wafers or is there something thicker and more stable to use in the classroom?

*2:09

2

PS1.A

D2

AQ3: (Dakota) Have you been able to decipher the graphs? What do they mean?

1:47

1

PS3.A

D2

AQ4: (Georgia) What is the most important step in the solar cell manufacturing process, that we can control, that affects the efficiency?

1:35*

1

ETS1.BC

D2

AQ5: (Facilitator) Where could efficiency be increased within the manufacturing process?

*2:53

4

ETS1. C

D2

AQ6: (Fran) Would two PN junctions be better than one? Could you layer the wafers?

2:49

2

ETS1.B

D2

AQ7: (Barrett) How could we redesign solar cells to function more effectively in society?

1:53

1

ETS1.B

Total time duration:

14:25

5:20

D3

AQ1: (Fran) Was the article talking more about the design process or chemical processes of the solar cells?

0:42

0

ETS2.A

D3

AQ2: (Georgia) How is cost efficiency balanced with creating new designs for solar cells and can those new designs be built using current equipment to save money?

5:08

4

ETS2.A

D3

AQ3: (Ed) What are the benefits of burying the grid and putting contacts on the back to increase efficiency?

1:30*

2

ETS1. C

D3

AQ4: (Dakota) How can we share this information we are learning with other people to help their understanding of solar powered batteries?

*4:06*

3

PS3.D

D3

AQ5: (Facilitator) Are the solar panels themselves breakable or is the system fragile?

*4:17

6

PS1.A

D3

AQ6: (Alex) One of the graduate students started a business to use less silver for screen printing of solar cells; what else could we do to decrease the cost of the process?

3:01

2

ETS1.B

D3

AQ7: (Cat) Do you think we are reaching the end of new innovations in this industry?

4:48

5

ETS1.A

ETS2.B

Total time duration:

23:32

9:17

D4

AQ1: (Fran) Are the utility companies responsible for driving the capacity of grid-connected solar energy?

*9:20*

7

ETS2.B

D4

AQ2: (Facilitator/Barrett) Is a hot state the ideal place for solar energy due to the high heat; what other issues might they have in this environment?

*7:03

7

PS3.D

ETS2.B

D4

AQ3: (Barrett) Isn’t it frustrating how much power nuclear and coal facilities have to slow solar energy down?

1:51

3

ETS2.B

Total time duration:

18:14

6:54

D5

AQ1: (Dakota) Why are they using an Arduino nano-board instead of something cheaper?

3:19

1

ETS1.C

D5

AQ2: (Fran) Do you understand how the device works?

2:55

3

PS4.B

D5

AQ3: (Georgia) Will our project be different because we want to measure the power coming out, whereas they measure how much sun was coming in?

1:18

2

ETS1.A

D5

AQ4: (Ed) They collected data over eight days, but what frequency was that data collected and can that be done in less time?

2:36*

4

ETS2.A

D5

AQ5: (Facilitator) Why do you think they are producing solar irradiance devices and what is the need?

*8:37*

11

ETS1.A

ETS2.A

D5

AQ6: (Facilitator/Fran) Is being within 1% accuracy acceptable for efficiency and is repeatability the same as reliability?

*2:03

2

ETS1.B

Total time duration:

20:48

8:14