The first house to be heated exclusively by means of solar energy was occupied in 1948.

One of the constant features of human life is the continuous need to produce energy. Whether it be the simple energy of a fire needed to cook food or the electricity required to run a computer, human beings need to create, harness and manipulate energy. There are a number of substances and forces that help produce various forms of energy. Fossil fuels (such as oil and coal), nuclear fission, wind power and solar energy are all sources of heat and electricity. The latter two are considered “renewable energy” sources, because it is assumed that we will not run out of sunlight or blowing wind.

Many scientists have studied solar energy in hopes of developing a clean, renewable source of energy, especially for private homes. Among these scientists is Dr. Maria Telkes, a woman known affectionately as the “Sun Queen.” She is considered one of the world’s most prolific inventors of solar energy devices, and her inventions include a solar distilling system for life rafts and a solar oven. In 1948, she participated in a milestone effort in the field of solar design. In a project sponsored by wealthy Boston sculptor Amelia Peabody, a house was designed and built to be heated only by means of solar energy. Architect Eleanor Raymond designed the structure itself, and Telkes created a revolutionary solar heating system involving collection plates, storage units and fans for heat distribution. The house, built in Dover, Massachusetts, was occupied on this date in 1948.

Xpeditions
The Great Energy Debate (9–12) explores the controversial issues surrounding the energy debate in the United States. Students research recent initiatives being taken in this area and analyze their implications. They then assume the roles of pivotal stakeholders in this debate and testify to a mock congressional committee responsible for making decisions about public lands and energy resources.

Science NetLinks
In Harnessing Solar Energy (6–8), students discover the properties of light (radiant) energy from the sun by experimenting with solar collectors, cookers and calculators.

Energy Sources and Use (3–5) helps students distinguish between renewable and nonrenewable sources of energy, investigate a variety of renewable energy resources and compare the benefits and drawbacks of each. Students use Internet resources to investigate and compare alternative sources of energy.

In Renewable Energy Sources (6–8), students investigate and evaluate renewable energy sources.

Solar power is clean, abundant and becoming cheaper and more efficient all the time. Unfortunately, however, the sun isn't always there when you need it—like when it's cloudy, it's raining or it's nighttime. The Science Update Solar Power from Moon (6–12) discusses an ambitious plan to get around a problem with the reliability of solar energy.

In Energy: The U.S. in Crisis? (9–12), students study and assess energy shortages, using the California energy crisis (2000–2001) as a case study. While students perform these analyses, they have to keep in perspective other unspoken factors that are affecting the situation: the world's high reliance on fossil fuels; limited resources; relatively modest funding for research into alternative fuels and energy efficiency; current legislation in the United States that prohibits oil exploration in sensitive ecosystems; and our nation's increasing reliance on foreign nations for our fossil fuel needs.

EconEdLink
To explore another type of renewable energy resources, students can use Blowing in the Wind (9–12). In the lesson, students determine the feasibility of wind generation in different areas of the United States and examine the costs and benefits of wind energy. They also explore the possible role of government in providing incentives for wind energy generation.

In Fewer Watts and Fatter Wallets (9–12), students learn about incentives for alternative energy programs and the role played by non-price determinants in energy choices.

Illuminations
In Collecting The Rays (3–5), students explore how variations in solar collectors affect the energy absorbed.