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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

Mercury Surface Space ENvironment, GEochemistry, and Ranging

MESSENGER

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

Mercury Surface Space ENvironment, GEochemistry, and Ranging

High school teachers, what subject, do you teach?

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 Sunshades3-day physics lesson

Grades 9-12

Review this!

Materials

2 Per Group

Preview and Download 2 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 Sunshades3-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 are MESSENGER scientists

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

• 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

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.

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…

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 CanBeginning: 150g

End: 80g

Difference: 70 g

Control CanBeginning: 147g

End: 50g

Difference: 97g

Control – ShadeControl

97g – 70g97g

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, p 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 diameter4.6 cm radius = .046 m

A = 3.14 (.046m) 2

A = .0066m 2

A = .007 m 2

Mass of Ice

Shade CanBeginning: 150g

End: 80g

Difference: 70 g

.07Kg

Control CanBeginning: 147g

End: 50g

Difference: 97g

.097Kg

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

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 – ShadeControl

13.5 J/s – 9.74 J/s13.5 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. •3M AF-11, 312 sleeving and 312 sewing thread , ½ in.

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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