Title slide

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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP

November 20, 2013

6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT

Heat, Temperature and Energy: MESSENGER—Cooling with Sunshades

Presented by: Steve Culivan

http://learningcenter.nsta.org

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Introducing today’s presenter…

Introducing today’s presenters

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Steve Culivan NASA Stennis Space Center, MS

Mercury Surface Space ENvironment, GEochemistry, and Ranging

MESSENGER

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

Mercury Surface Space ENvironment, GEochemistry, and Ranging

What subject do you teach?

Poll #2

A. Physics

B. Chemistry

C. Biology

D. Earth/Space Science

E. General Science

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

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 error and improve the basic design to reduce these errors.

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.

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.

Check for Understanding

• What does the lesson teach?

• Where can you download the educator guide?

✓= I can answer these questions

✘ = I need clarification

Cooling with Sunshades

3-day physics lesson

Grades 9-12

Review this!

Materials

2 Per Group

Preview and Download Videos • Located in the NES Digital Playlist for this ePD

Make Copies! Day 1

Day 2

Let’s pause for questions from the audience.

Cooling with Sunshades

3-day physics lesson

Grades 9-12

• Introduce the Mercury MESSENGER mission

• Video and Information sheet

• Assess prior knowledge

• Divide students into groups of 3 to design and plan their sunshade

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

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 is MESSENGER trying to

answer?

TWO SPACECRAFT

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!

INSULATION DEPOT

• 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

Instrument Fly-by

• http://messenger.jhuapl.edu/the_mission/movies/IntrumentFlyBy.mpg

Post other ideas for materials in the chat room!

• 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)

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

Let’s pause for questions from the audience.

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

Use the pencil to mark the skills your students would NOT be able to do:

calculate angle of sun (trig)

calculate surface area (geom)

calculate latent heat (calc)

calculate energy/time

Use the pencil to mark the skills your students WOULD be able to do:

convert SI units

use Joules

avoid careless errors

be consistent with units, units, UNITS

• 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: 150 g

End: 80 g

Difference: 70 g

Control Can

Beginning: 147 g

End: 50 g

Difference: 97 g

Control – Shade

Control

97g – 70g

97g

27.85%

x 100%

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

Lesson Wrap Up, pp 3-7

•Experiment design and sources of error •Heating curve of water •Passive vs. active cooling •Design improvements •Link to MESSENGER

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?

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: 150 g

End: 80 g

Difference: 70 g

.07 kg

Control Can

Beginning: 147 g

End: 50 g

Difference: 97 g

.097 kg

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

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

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

= =

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%

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

Lesson Wrap Up, pp 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.

Thanks to today’s presenter!

Thanks to today’s presenters

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Steve Culivan NASA Stennis Space Center, MS

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or

such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

Thanks to today’s sponsor

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Thanks to NSTA administration

National Science Teachers Association

David Evans, Ph.D., Executive Director

Al Byers, Ph.D., Acting Associate Executive Director, Services

NSTA Web Seminar Team

Flavio Mendez, Senior Director, NSTA Learning Center

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

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