1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NES: Heat, Temperature and Energy: MESSENGER— Cooling With Sunshades Presented by: Jordan Snyder November 10, 2011 6:30 p.m. - 8:00 p.m. Eastern time

2. Mercury Surface Space ENvironment, GEochemistry, and Ranging

4. MESSENGER http://www.messenger-education.org/main/epo.php

5. Mercury Surface Space ENvironment, GEochemistry, and Ranging

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

7. 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.

9. Mercury Surface Space ENvironment, GEochemistry, and Ranging

11. 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.

12. 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.

13. 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).

14. 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.

15. 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.

16. 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.

17. Check for Understanding What does the lesson teach? Where can you download the educator guide? ✓ = I can answer these questions ✘ = I need clarification

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

19. Review this! 

21. Materials 2 Per Group

22. Preview and Download 2 Videos Located in the NES Digital Playlist for this ePD

23. Make Copies! Day 1

24. Day 2

25. Let’s pause for questions from the audience.

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

27. Introduce the Mercury MESSENGER mission. Video and Information sheet Assess prior knowledge. Divide students into groups of 3 to design and plan their sunshade.

29. 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.

31. 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?

35. TWO SPACECRAFT

36. TWO SETS OF DELICATE INSTRUMENTS

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

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

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

40. 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

41. Instrument fly-by http://messenger.jhuapl.edu/the_mission/mo vies/IntrumentFlyBy.mpg http://messenger.jhuapl.edu/the_mission/mo vies/IntrumentFlyBy.mpg

44. Post other ideas for materials in the chat room!

45. 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).

49. 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.

51. Let’s pause for questions from the audience.

52. 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.

53. 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…

54. 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

55. 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:

56. 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:

57. 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?

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

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

60. 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

61. 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

62. Let’s pause for questions from the audience.

63. 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?

64. 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

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

66. Energy Used Shade Can Q = mL Q = m (334 kJ/kg) Q =.07 kg (334 kJ/kg) Q = 23.38 kJ Control Can Q = mL Q = m (334 kJ/kg) Q =.097Kg (334 kJ/kg) Q = 32.398 kJ

67. 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

68. Energy/s/Unit Area (J/s/m 2 ) Shade Can 9.74 J/s.007 m 2 = 1,391.43 J/s/m 2 Control Can 13.5 J/s.007 m 2 = 1,928.57 J/s/m 2 ==

69. 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%

70. 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

71. 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.

73. 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

74. NASAExplorerSchools Where can you find more? http://explorerschools.nasa.gov

77. NASAExplorerSchools Search for: NASA Explorer Schools On Facebook. Follow us on Twitter: @NASAExplorerSch Collaboration Making Teaching Easy

78. Share Your Experience

79. Get your credit Tell us what you think! Take the Product Survey Take the Electronic Professional Development Survey

80. Forces and Motion Solar System: Inside and Out 80 NASA Explorer Schools Research Workshops

81. 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

82. 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.

83. Let’s pause for questions from the audience. NASAExplorerSchools

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

85. http://learningcenter.nsta.org

86. 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 LEARNING @ YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator