If you get off-spec solar cells in bulk, they are very difficult to cut! This lesson will explain why, and offer some solutions.

If this lesson interests you, there's lots to do:

• Write the teacher's guide
• Adapt the default evaluation form
• Design and upload illustrations

If you're interested in doing any of that, great! Leave a note on the lesson index that you're taking charge.

Whether or not you're interested in writing a part of this lesson, please leave lots of comments on this page, the teacher's guide, and the evaluation form. Thanks!

How a solar cell is structured

n/a

How to build your own solar cutter (if students are interested): building a wooden frame to precision

n/a

Students build a solar cell cutter, or at least get better at cutting cells

PEN lessons that meet the requirement are noted in brackets.

Parallel and series (ie why you need to cut the solar cells)

None

Build something with the newly-cut solar cells

Cut a solar cell: position the cell on a surface with good friction (thin foam on both sides works well), score the cell lightly several times with a dremel or sharp blade, then snap the cell against a straight-edge.

none

Students will cut their own cells as explained above.

Solar cells, flat surface, foam or something flat and high-friction, a straight-edge, a sharp blade. Maybe plywood or something to build a frame for easy cutting in the future.

Same as above, plus multimeter to test cells after cutting

None

varies widely depending on how many solar cells are disposable. One teacher could explain the technique to dozens of students, then a few students could practice and become experts at cutting cells.

Why should students want to participate in this lesson?

Learn how to cut solar cells for future projects.

Why should teachers want to teach it?

Explain how PV cells are structured.

If this lesson (and its prerequisites) were the only PEN lessons someone took, what should they be able to do?

Cut a solar cell. (ie not very much)

If you had to teach this lesson tomorrow morning, what would you spend tonight working on? (assuming that materials were not an issue)

If you hadn’t taught this lesson before, what questions would you have for someone who had taught a very similar lesson?

If the only materials available were broken radios, TVs, and computers, could you do all the electronics in this lesson? (assuming you had solder, soldering irons, etc.) If not, what would be missing?

If the only structural materials available were dish-cloths, cardboard, and plastic bags, could you make the mechanical bits of this lesson? (assume equipment as above) If not, what would be missing?