LIVE INTERACTIVE YOUR DESKTOP September 27, 2010 NES: Messenger: Cooling With Sunshades Presented by: Alicia Baturoni Cortez

Mercury Surface Space ENvironment, GEochemistry, and Ranging

MESSENGER

Inquiry-based, hands-on lessons for K-12

Aligned to National Science Education Standards and Project 2061 Benchmarks for Science Literacy.

Inquiry-based, hands-on lessons for K-12 Aligned to National Science Education Standards and Project 2061 Benchmarks for Science Literacy. Focus on Solar System science, Solar System exploration through history, and the process of designing, constructing, and sending a spacecraft to another planet.

Mercury Surface Space ENvironment, GEochemistry, and Ranging

High school teachers, what subject, do you teach? Poll #2 A. Physics B. Chemistry C. Biology D. Earth/Space Science E. General Science

ePD Overview What does this NASA lesson teach and where can I find it?

ePD Overview What does this NASA lesson teach and where can I find it? What preparation is required for the lesson?

ePD Overview What does this NASA lesson teach and where can I find it? What preparation is required for the lesson? How do I teach the concepts and present the lesson? – Introducing the lesson – Performing the experiment – Analyzing the results

ePD Overview What does this NASA lesson teach and where can I find it? What preparation is required for the lesson? How do I teach the concepts and present the lesson? – Introducing the lesson – Performing the experiment – Analyzing the results Where can I get help when I’m ready to implement the lesson?

Mercury Surface Space ENvironment, GEochemistry, and Ranging

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.

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.

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).

Lesson Concepts When designing a scientific experiment, it is important to consider possible sources of errors and improve the basic design to reduce these errors.

Lesson Concepts When designing a scientific experiment, it is important to consider possible sources of errors 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.

Lesson Concepts When designing a scientific experiment, it is important to consider possible sources of errors 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.

A. There is at least one I teach. B. There are two I teach. C. There are three or more standards listed that I teach. D. I do not teach any of these standards. Do you teach any of these standards?

Let’s pause for questions from the audience

Cooling with Sunshades 3-day physics lesson Grades 9-12

Cooling with Sunshades 3-day physics lesson Grades 9-12

Introduce the Mercury MESSENGER mission Video and Information sheet Temperature in space Assess Prior Knowledge Divide students into groups of 3 to design and plan their sunshade.

Wait to be prompted, then answer the questions in the chat! 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 is MESSENGER trying to answer?

TWO SPACECRAFT

TWO SETS OF DELICATE INSTRUMENTS

TWO SPACECRAFT TWO SETS OF DELICATE INSTRUMENTS ONE GIANT FUSION REACTOR IN THE SKY…

TWO SPACECRAFT TWO SETS OF DELICATE INSTRUMENTS ONE GIANT FUSION REACTOR IN THE SKY… ONLY 1 THING TO PREVENT CATASTROPHE!

TWO SPACECRAFT TWO SETS OF DELICATE INSTRUMENTS ONE GIANT FUSION REACTOR IN THE SKY… ONLY 1 THING TO PREVENT CATASTROPHE!

Instrument fly-by vies/IntrumentFlyBy.mpg vies/IntrumentFlyBy.mpg

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

Post other ideas for materials in the chat!

Let’s pause for questions from the audience

Pass out Worksheet 2 and review procedure for experiment. Students design 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).

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.

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.

Depending on the level of your class… 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

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

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:

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:

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?

Mass of Ice Shade Can Beginning: 150g End: 80g Difference: 70 g Control Can Beginning: 147g End: 50g Difference: 97g

Control – Shade Control 97g – 70g 97g 27.85% x 100% Efficiency

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

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

Lesson Wrap Up, pp 3-7 Experiment design and sources of error Heating curve of water Passive vs active cooling Design improvements Link to MESSENER

Let’s pause for questions from the audience

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?

Ruler 36 cm Shadow 30.5 cm o l o l Tangent = 30.5 cm/ 36 cm = arctan.847 = o o l o l

Surface Area of Can Lid Known: 9.2 cm diameter 4.6 cm radius =.046 m A = 3.14 (.046m) 2 A =.0066m 2 A =.007 m 2

Mass of Ice Shade Can Beginning: 150g End: 80g Difference: 70 g.07Kg Control Can Beginning: 147g End: 50g Difference: 97g.097Kg

Energy Used Shade Can Q = mL Q = m (334 kJ/kg) Q =.07 kg (334 kJ/kg) Q = kJ Control Can Q = mL Q = m (334 kJ/kg) Q =.097Kg (334 kJ/kg) Q = kJ

Energy/Time Used (2400 seconds) Shade Can kJ = 23,380 J 2,400 s = 9.74 J/s Control Can kJ = 32,398 J 2,400 s = 13.5 J/s

Energy/s/Unit Area (J/s/m 2 ) Shade Can 9.74 J/s.007 m 2 = 1, J/s/m 2 Control Can 13.5 J/s.007 m 2 = 1, J/s/m 2 ==

Energy/Time to calculate % of energy shade kept away Control – Shade Control 13.5 J/s – 9.74 J/s 13.5 J/s 27.85% x 100%

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

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

Lesson Wrap Up, pp 3-7 Experiment design and sources of error Heating curve of water Passive vs active cooling Design improvements Link to MESSENER

Thank you to the sponsor of tonight's Web Seminar:

National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-Learning LIVE INTERACTIVE YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator