What Angle of Incident Light Striking a Solar Cell Produces the Most Electricity?

Researched by Kyle C.
2001-02




PURPOSE

The purpose of this experiment was to determine what angle of incident light striking solar cells produces the most electricity.

I became interested in this idea in third grade when we made a solar oven.

The information gained from this experiment will help people know what angle they should place solar cells.




HYPOTHESIS

My hypothesis was that the solar cells facing the sun directly (90°) would be the most efficient.

I based my hypothesis on the World Book Encyclopedia page 578 that says, "Solar cells are the most efficient when they are facing the sun."

Top of page




EXPERIMENT DESIGN

The constants in this study were:

  • The amount of light hitting the cells
  • The size of the cell
  • The material in the solar cell 
  • The method of measuring electrical output


The manipulated variable was the angle light struck the cell.

The responding variable was the amount of electricity produced by the different angle of the cells.

To measure the responding variable I used an electric multimeter that measures in milliwatts.

Top of page




MATERIALS
 
QUANTITY ITEM DESCRIPTION
1 solar cell
1 multimeter that measures in milliwatts 
1 music stand
1 source of white light
1 protractor

Top of page




PROCEDURES
1. Gather materials.
2. Place silicon cell on music stand facing the light, 
3. Determine of the angle the cell faces the incoming light with the protractor.  Aim the protractor’s angle arm at the light source, then turn the music stand until the correct angle is showing
4. Set up the multimeter by attaching it to the solar cell wires. Be sure to attach the cell’s red wire to the multimeter’s red probe.  Also attach black to black. 
5. Turn on meter and set to read millivolts.
6. Measure electricity produced at 90 degrees.
7. Measure electricity produced at 100 degrees.
8. Measure electricity produced at 110 degrees.
9. Measure electricity produced at 120 degrees.
10. Measure electricity produced at 130 degrees.
11. Measure electricity produced at 140 degrees.
12. Measure electricity produced at 150 degrees.
13. Measure electricity produced at 160 degrees.
14. Measure electricity produced at 170 degrees.
15. Measure electricity produced at 180 degrees.
16. repeat 3 times.

Top of page




RESULTS
The purpose of this experiment was to determine what angle of incident light striking solar cells produces the most electricity.
The results of the experiment were that the solar cells facing the light gathered the most electricity
See data and graphs



CONCLUSION
My hypothesis was that the solar cells facing the sun directly would be the most efficient.
The results indicate that this hypothesis should be accepted.
Because of the results of this experiment, I wonder if I should have had more variables.
If I were to conduct this project again I would have more trials (replicate), and make more variations.
RESEARCH REPORT
Solar cells are objects that convert sunlight into energy.  Solar cells are also called photovoltaic cells. When light contacts the surface of the cell, it releases electrons for power. Earth receives very little of the sun’s energy, but even this amount is a staggering quantity. If a tiny portion of it could be captured and converted to energy, all earth’s energy needs would be satisfied. Four quadrillion kilowatt hours of solar energy reach earth each day. This is more than 500,000 times more energy than the United States‘ total electrical generating capacity. Capturing and using all the energy is complicated by the nature of sunlight. First, sunlight is widely dispersed, and needs large collectors to gather it. Also, some form of storage is needed for night and cloudy days.

Solar power’s most apparent use is heating and cooling systems to collect and disperse heat in buildings is already in wide use. The most common type of collector is a flat plate collector-designed to collect radiation directly striking it.

EFFICIENCY

Conventional, commercial cells convert about 15% of the light that comes in contact with it. However, some experimental cells convert about 30% into energy. Since the launching of the Vanguard 1, solar arrays were the main source of power for satellites and space vehicles. On most watches and calculators, only one cell is used. Multi-cell arrays on the other hand are mostly used for remote operations like buoys, oil drilling platforms, and microwave repeaters because power lines are too expensive.

The materials that solar cells are made of are silicon, cadmium sulfide, and gallium arsenide. Thin slices of silicon are expensive, because most of it is lost in saw cuts. Cadmium sulfide is cheap, but has low efficiency. Gallium arsenide is very efficient but is also very expensive. Other methods of producing solar cells are using amorphous rather than silicon.

HISTORY

During the 1880s Charles Fritts was the first person to make a selanium solar cell. Fritts’ device had a thin, almost transparent layer of gold on the cell and was very inefficient, converting less than 1% of sunlight into electricity. Fritt’s solar cell was mostly forgotten by the 1960s when the rush to make solar cells came back up. The key to making a photovoltaic cell was to create a semiconductor that releases electrons when exposed to radiation within a visible spectrum. During this time, researchers at Bell Telephone Labs were developing solar cells to be used in communication. By accident, Calvin Fuller and Deryl Chapin found the perfect semiconductor—a hybridized crystal made of phosphorous and boron. The first solar cells using these materials had a conversion efficiency of six percent. Later improvements raised efficiency up to about 15 percent. In 1957, Bell telephone used silicon solar cells to power a telephone repeater station. The experiment was considered a success, but was still too inefficient.  The first real application of silicon cells was in 1985 when solar power was used on the Vanguard 1, which was the second American satellite to orbit earth.

Once space exploration had proved solar power’s efficiency, photovoltaic cells began appearing more frequently in homes. About any small appliance can be adapted for solar power but the most successful would be watches and calculators. These usually use a solar cell to charge a nickel-cadmium battery so they can be used during periods of low light. In early days, scientists dreamed of huge photovoltaic arrays that could power whole cities. House owners that installed solar cells to their homes realized these dreams to a small extent. The usefulness of these panels is limited by the relatively low rate of efficiency as well by the limited amount of sunlight. The production of solar cells is doubling, so at the year 2000, 10% of the world’s energy was solar power. 

The idea of harnessing solar energy is very old. Roman legends say that at about 298-212 BC, a Roman warrior intensified the sun’s heat and caught fire to the enemy’s approaching ships. At about 200 BC, the Chinese used curved mirrors to start fires. In 19th century France, experiments with solar powered engines concluded with a 1-horsepower solar steam engine invented by Augustin Mouchot. Until recent times solar energy was considered impractical, inefficient and unreliable. When the world’s resources started declining, however, solar power’s attention grew as a possible replacement for fossil fuel. 

HOW A SOLAR CELL WORKS

A solar cell consists of one impurity to make the electrons negative and one impurity to make the electrons positive. The area where the two impurities meet is called the P-N junction. When the electrons pass through the P-N Junction, the two charges make an electrical current. To let light pass through the layers, they must be very thin.
When solar cells are made, impurities are deliberately added to make two kinds of silicon, which are explained below:

-N type (negative) contains some atoms with an extra electron. For example, arsenic has 5 electrons. When an arsenic atom replaces a silicon atom, four of its electrons bond with their neighbors and the fifth electron moves around the crystal. 

-P type (positive) contains some atoms with one less electron, called a hole. For example, gallium atoms only have three electrons. This presence causes a hole in the crystal. It takes very little impurity to make a p-type or n-type layer about one atom for every 1,000,000,000 (1 billion) silicon atoms. 

The materials used to make the N-type layers are phosphorus, arsenic, or antimony. Aluminum, gallium, indium are added to the silicon to make the P-type layer. Some atoms in the N-type layer have an extra loosely bound electron while some atoms in the P-type layer have a hole where an electron would be. Without sunlight, loosely bound electrons drift across the junction area between the two layers to fill holes. The movement near the junction causes a section of each area to become oppositely charged from the rest.

Near the junction, the N-type layer is positive, and the P-type layer is negative. When photons of light strike the solar panel, they pass through the N-type layer to the P-type whose holes have just been filled. The photons of light are then liberated then move back across the junction. Then the free electrons are attracted to the positive charge. Adjacent atoms lower in the P-type layer move up to fill the hole left by the freed electron. After the hole is filled, electrons move across the junction to be collected by electrical contacts on the surface of the solar panel. Then, an electrical current is formed.

Top of page

BIBLIOGRAPHY

Brown, Warren.  Alternative Sources of Energy.  U.S.A. Chelsea House Publishing 1994

Krieder, Jan. "solar cell". The World Book Encyclopedia 1983

Mc Grath, Kimberley.  World of Invention-Photovoltaic  Cell. U.S.A. gale publishing 1999 601-602

Solar cells. November 21, 2001
<http://www3.umassed.edu/public/exhibit/enl600/assign6.htm>

Thorsen, Richard. "Photovoltaics". Encarta encyclopedia   CD-ROM 
 


ACKNOWLEDGEMENTS
I would like to thank the following people. Without their help, my project would not have been possible.
Mrs. Helms for helping me with my display 
My friends Sean and Logan for listening to my presentation
My mom and dad for transporting me to and from school
Mr. Newkirk, for giving me most of my supplies

Top of page

Menu of 2001-2002 Science Projects

Back to the Selah Homepage