live interactive learning @ your desktop nes: heat, temperature and energy: messenger— cooling...
TRANSCRIPT
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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
NES: Heat, Temperature and Energy: MESSENGER—
Cooling With SunshadesPresented by: Jordan Snyder
November 10, 2011
6:30 p.m. - 8:00 p.m. Eastern time
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Mercury Surface Space ENvironment, GEochemistry, and Ranging
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MESSENGER
http://www.messenger-education.org/main/epo.php
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Mercury Surface Space ENvironment, GEochemistry, and Ranging
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High school teachers, what subject, do you teach?
A. Physics
B. Chemistry
C. Biology
D. Earth/Space Science
E. General Science
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ePD Overview
• What this NASA lesson teaches and where you can find it.
• Preparation required for the lesson.• Suggestions for teaching the concepts and
presenting the lesson.– How to introduce the lesson– Performing the experiment– Analyzing the results
• Resources and support for implementation.
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Mercury Surface Space ENvironment, GEochemistry, and Ranging
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Lesson Concepts
• Radiation from the Sun is the main source of energy on Earth. It heats the Earth to a temperature at which life is sustainable.
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Lesson Concepts
• Radiation from the Sun is the main source of energy on Earth. It heats the Earth to a temperature at which life is sustainable.
• Heat can be transmitted via conduction, convection, and radiation.
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Lesson Concepts
• Radiation from the Sun is the main source of energy on Earth. It heats the Earth to a temperature at which life is sustainable.
• Heat can be transmitted via conduction, convection, and radiation.
• Heat interacting with material causes it to change temperature, size, or physical state (phase).
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Lesson Concepts
• When designing a scientific experiment, it is important to consider possible sources of error and improve the basic design to reduce these errors.
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Lesson Concepts
• When designing a scientific experiment, it is important to consider possible sources of error and improve the basic design to reduce these errors.
• In designing devices to be used in practical applications, it is important to take into consideration the cost-effectiveness of the device: the efficiency of the device in solving the problem compared with its total cost.
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Lesson Concepts• When designing a scientific experiment, it is
important to consider possible sources of error and improve the basic design to reduce these errors.
• In designing devices to be used in practical applications, it is important to take into consideration the cost-effectiveness of the device: the efficiency of the device in solving the problem compared with its total cost.
• Problems involving heat flow and temperature changes can be solved using known values of specific heat and latent heat of phase change.
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Check for Understanding
• What does the lesson teach?• Where can you download the educator guide?
✓= I can answer these questions
✘ = I need clarification
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Cooling with Sunshades3-day physics lesson
Grades 9-12
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Review this!
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Materials
2 Per Group
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Preview and Download 2 Videos
• Located in the NES Digital Playlist for this ePD
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Make Copies! Day 1
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Day 2
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Let’s pause for questions from the audience.
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Cooling with Sunshades3-day physics lesson
Grades 9-12
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•Introduce the Mercury MESSENGER mission.•Video and Information sheet
•Assess prior knowledge.•Divide students into groups of 3 to design and plan their sunshade.
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Video 1
• 3 minute 50 second video called Extra: Mission to Mercury from the NASA Explorer School Website Video Collection under MESSENGER: Cooling with Sunshades.
• Excerpt 1 on the on-demand ePD playlist.
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Raise your hand to answer!
1.What year did the mission launch?2.When will it go into Mercury’s orbit?3.What does MESSENGER stand for?4.How many years has it been since we last
visited Mercury?5.What is the biggest problem with sending a
spacecraft to Mercury?6.What questions are MESSENGER scientists
trying to answer?
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TWO SPACECRAFT
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TWO SPACECRAFT
TWO SETS OF DELICATE INSTRUMENTS
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TWO SPACECRAFT
TWO SETS OF DELICATE INSTRUMENTS
ONE GIANT FUSION REACTOR IN THE SKY…
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TWO SPACECRAFT
TWO SETS OF DELICATE INSTRUMENTS
ONE GIANT FUSION REACTOR IN THE SKY…
ONLY 1 THING TO PREVENT CATASTROPHE!
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TWO SPACECRAFT
TWO SETS OF DELICATE INSTRUMENTS
ONE GIANT FUSION REACTOR IN THE SKY…
ONLY 1 THING TO PREVENT CATASTROPHE!
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INSULATION DEPOT
• Aluminum Foil • Bubble Wrap• Air Pocket• Filter Paper• Mylar• Can Lid• Adhesive (tape)• Transparency Film
• Aluminum Foil • Bubble Wrap• Air Pocket• Filter Paper• Mylar• Can Lid• Adhesive (tape)• Transparency Film
$ 0.20$ 0.25$ 0.10$ 0.03$ 0.50$ 0.15$ 0.35$ 0.05
$ 0.20$ 0.25$ 0.10$ 0.03$ 0.50$ 0.15$ 0.35$ 0.05
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Instrument fly-by
• http://messenger.jhuapl.edu/the_mission/movies/IntrumentFlyBy.mpg
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Post other ideas for materials in the chat room!
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•Pass out Worksheet 2 and review procedure for experiment and their designs.•Students build their sunshades.•Students follow instructions 1-11, collecting data on page 3.•Students work on pages 5-7 while waiting for ice in control can to melt (~30 minutes).
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Where would your students perform the investigation?
A. In my classroom or lab with lamps.B. Outdoors.C. I don’t have the resources to implement
this lesson.
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Let’s pause for questions from the audience.
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Depending on the level of your class…
Basic Homework: •Compare ice melted in each can.•How much ice was protected by your sunshade?•What percent of ice was protected by the shade / cost of the shade?•Complete p 5, questions 1-5.
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Advanced Homework: •Complete calculations on page 4 using data from the experiment. •SHOW ALL YOUR WORK!•In the next class you will compare your answers with your group and among groups.•Complete p 5, questions 1-5.
Depending on the level of your class…
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Students calculate:
•angle of sun (trig)•surface area (geom)•latent heat (calc)•energy/time•energy/time/surface area
What do you mean by “advanced”?
And must confidently: •convert SI units•use Joules avoid careless errors•units, units, UNITS
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•calculate angle of sun (trig)
•calculate surface area (geom)
•calculate latent heat (calc)
•calculate energy/time
•calculate energy/time/surface area
Use a clip art stamp on the skills your students would NOT
be able to do:
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•convert SI units
•use Joules
•avoid careless errors
•be consistent with units, units, UNITS
Use a clip art stamp on the skills your students WOULD be
able to do:
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•Compare amount of ice melted in each can.•How much ice was protected by your sunshade?•What percent of ice was protected by the shade / cost of the shade?
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Mass of Ice
Shade CanBeginning: 150g
End: 80g
Difference: 70 g
Control CanBeginning: 147g
End: 50g
Difference: 97g
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Control – ShadeControl
97g – 70g97g
27.85%
x 100%
x 100%
Efficiency
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Cost-Efficiency (%/$)Example sunshade:•2 foil layers•2 transparencies•2 bubble wrap layers•2 filter papers•1 can lid For a total of $0.88
Cost-Efficiency = 27.85% / $0.88 = 31.6% per dollar spent
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Lesson Wrap Up, p 3-7
•Experiment design and sources of error•Heating curve of water•Passive vs. active cooling•Design improvements•Link to MESSENGER
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Let’s pause for questions from the audience.
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•Compare amount of ice melted in each can.•How much ice was protected by your sunshade?•What percent of ice was protected by the shade / cost of the shade?
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Surface Area of Can Lid
Known: 9.2 cm diameter4.6 cm radius = .046 m
A = 3.14 (.046m) 2
A = .0066m 2
A = .007 m 2
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Mass of Ice
Shade CanBeginning: 150g
End: 80g
Difference: 70 g
.07Kg
Control CanBeginning: 147g
End: 50g
Difference: 97g
.097Kg
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Energy Used
Shade Can
Q = mLQ = m (334 kJ/kg)Q = .07 kg (334 kJ/kg)Q = 23.38 kJ
Control Can
Q = mLQ = m (334 kJ/kg)Q = .097Kg (334 kJ/kg)Q = 32.398 kJ
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Energy/Time Used (2400 seconds)
Shade Can
23.38 kJ = 23,380 J 2,400 s
= 9.74 J/s
Control Can
32.398 kJ = 32,398 J 2,400
s
= 13.5 J/s
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Energy/s/Unit Area (J/s/m2)
Shade Can
9.74 J/s.007 m2
= 1,391.43 J/s/m2
Control Can
13.5 J/s.007 m2
= 1,928.57 J/s/m2
= =
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Energy/Time to calculate % of energy shade kept away
Control – ShadeControl
13.5 J/s – 9.74 J/s13.5 J/s
27.85%
x 100%
x 100%
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Cost-Efficiency (%/$)Example sunshade:•2 foil layers•2 transparencies•2 bubble wrap layers•2 filter papers•1 can lid For a total of $0.88
Cost-Efficiency = 27.85% / $0.88 = 31.6% per dollar spent
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COST-EFFICIENCY
•NASA engineers have to meet budget constraints in their designs.•New model for NASA engineers is to use “off-the-shelf” technology. •3M AF-11, 312 sleeving and 312 sewing thread , ½ in.
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Lesson Wrap Up, p 3-7
•Experiment design and sources of error•Heating curve of water•Passive vs. active cooling•Design improvements•Link to MESSENGER
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NASAExplorerSchools
Where can you find more?http://explorerschools.nasa.gov
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NASAExplorerSchools
Search for:NASA Explorer SchoolsOn Facebook.
Follow us on Twitter:@NASAExplorerSch
CollaborationMaking Teaching Easy
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Share Your Experience
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Get your creditTell us what you think!
Take the Product Survey
Take the Electronic Professional Development Survey
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Forces and Motion
Solar System:Inside and Out
80
NASA Explorer Schools Research Workshops
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The Goldstone Radio Telescope opportunity opened my eyes to the reality that my 6th grade students can conduct real scientific research using a HUGE NASA
resource! Another amazing opportunity provided by NES that has changed the way I teach science and math.
Water Filtration
GAVRT
Coastal Observations
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NES Recognizes Teachers Who:•Integrate NES materials into the curriculum.•Use NES materials to engage their students in STEM.•Use technology to enhance STEM.•Involve families in STEM activities.•Engage the community.
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Let’s pause for questions from the audience.
NASAExplorerSchools
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Thank you to the sponsor of tonight's Web Seminar:
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http://learningcenter.nsta.org
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National Science Teachers AssociationDr. Francis Q. Eberle, Executive Director
Zipporah Miller, Associate Executive Director Conferences and Programs
Al Byers, Assistant Executive Director e-Learning
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
NSTA Web SeminarsPaul Tingler, Director
Jeff Layman, Technical Coordinator