SCIENCE CURRICULUMHow can I incorporate this into my classroom?

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Standards & BenchmarksStrand I: Scientific Thinking and Practice

Standard I: Understand the processes of scientific investigations and use inquiry and scientific way of observing, experimenting, predicting, and validating to think critically.

9-12 Benchmark: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific investigations and communicate results.

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Standards & Benchmarks Cont.1. Describe the essential components of an

investigation, including appropriate methodologies, proper equipment, and safety precautions.

2. Design and conduct scientific investigations that include: • Testable hypotheses• Controls and variables• Methods to collect, analyze, and interpret data• Results that address hypotheses being investigated• Predictions based on results• Re-evaluation of hypotheses and additional

experimentation as necessary• Error analysis

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Standards & Benchmarks Cont.3. Use appropriate technologies to collect, analyze, and

communicate scientific data (e.g., computers, calculators, balances, microscopes)

4. Convey results of investigations using scientific concepts, methodologies, and expressions, including: • Scientific language and symbols• Diagrams, charts, and other data displays• Mathematical expressions and processes • Clear, logical, and concise communication• Reasoned arguments

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Standards & Benchmarks Cont.Strand III: Science and Society

Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence are influenced by individuals and society.

9-12 Benchmark I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.

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Science & Technology1. Know how science enables technology but also

how it constrains it, and recognize the difference between real technology and science fiction (e.g., rockets vs. antigravity machines, nuclear reactors vs. perpetual-motion machines; medical X-rays vs. Star Trek tricorders).

2. Understand how advances in technology enable further advances in science (e.g., microscopes and cellular structure; telescopes and understanding of our universe).

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Standards & BenchmarksStrand II: The Content of Science

Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.

9-12 Benchmark II: Understand the transformation and transmission of energy and how energy and matter interact.

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Student Launch Project/Classroom Objectives• Students will learn valuable skills in constructing the payload such as:• Soldering• Evaluating schematics• Tracing electrical pathways and troubleshooting• Collaboration• Communication

• Students will learn the function and capabilities of each sensor and how they relate to real-life application of STEM (Science, Technology, Engineering, and Math)

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Student Launch ObjectivesStudents will:• Actively participate in STEM learning opportunities • Gain curiosity about STEM topics, concepts or practices

• Develop interest in STEM, and STEM learning activities• Gain the ability to productively engage in STEM processes of investigation

• Gain the ability to exercise STEM relevant life and career skills

• Gain understanding of the value of STEM in society• Gain awareness of STEM professions• Gain experience in building, launching, and analyzing their own real-world experiment with valuable data

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Student Launch Project SensorsThis project utilizes the following sensors (described in detail on each link):

• 3-axis gyroscope• 3-axis accelerometer• 3-axis magnetometer• Temperature sensor• Pressure sensor• 16 bit microcontroller• Geiger counter

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Coriolis Effect

When a mass (m) is moving in direction v and angular rotation velocity is applied, then the mass will experience a force in the direction of the arrow as a result of the Coriolis force. And the resulting physical displacement caused by the Coriolis force is then read from a sensing structure.

Each MEM uses 2 masses that constantly oscillate and move in opposite directions. The resulting change presents in voltage output.

The underlying physical principle is that a vibrating object tends to continue vibrating in the same plane as its support rotates. This is known as the Coriolis effect (see description on right). Essentially, this is an inexpensive altitude detector.

Traditional Gyroscope3-axis Gyroscope MEMS (Micropackaged gyroscope)

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3-Axis Accelerometer

Accelerometers measure acceleration based on weight. For example, here on Earth, it would measure acceleration as 9.81 m/s2, but in outer space, it would measure acceleration as zero if it was in free fall. In a rocket, the accelerometer will detect sudden changes in weight such as the immediate force when the rocket is launched. Those acceleration readings will then be transferred to the microcontroller for output.

Triaxial accelero-meters measure the vibration in three axes X, Y and Z. They have three crystals positioned so that each one reacts to vibration in a different axis. The output has three signals, each representing the vibration for one of the three axes. 

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Magnetometers • Instrument for measuring the strength and sometimes

the direction of a magnetic field. An important use of magnetometers is in measuring the earth's magnetic field and geophysical surveys to detect magnetic anomalies of various types.

• Another use of magnetometers is at airports to screen boarding passengers for concealed guns or other metallic weapons. In a typical system, the passenger walks through a fluctuating magnetic field, which sets up secondary magnetic fields of various strengths around metallic objects he or she may be carrying. When the magnetometer detects a secondary magnetic fields of various strengths around metallic objects he or she may be carrying. When the magnetometer detects a secondary magnetic field characteristic of a weapon, an alarm sounds.

• Magnetometers have been based on a number of different principles. Most magnetometers contain a magnetic device sensitive to an external magnetic field.

• Some magnetometers use a permanent magnet, others an electromagnet, and yet others make use of the magnetic properties of the nuclei of atoms.

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Temperature Sensor

The sensor’s working base is the voltage that’s read across the diode. The temperature rises whenever the voltage increases. The sensor records any voltage drop between the transistor base and emitter. When the difference in voltage is amplified, the device generates tan analogue signal that’s proportional to the temperature.

A temperature sensor measures temperature using four measurement scales that are divided into various degree units. The measurement scales use the metric Celsius scale, and they start at zero.

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Pressure Sensor

Pressure sensors are used for control and monitoring in thousands of everyday applications. Pressure sensors can also be used to indirectly measure other variable such as fluids/gas flow, speed, water level, and altitude. Atmospheric pressure changes can easily be detected with these small sensors.

Pressure is an expression of force required to stop a fluid from expanding, and is usually stated in terms of force per unit area. A pressure sensor usually acts a transducer; it generates an electrical signal.

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16 Bit Microcontroller

A microcontroller is a small computer on a single integrated circuit containing a processor core, memory, and programmable input/output peripherals. Microcontrollers are designed for embedded applications, in contrast to the microprocessors used in personal computers or other general purpose applications.

This microcontroller has a small amount of memory(RAM) to store any information sent from the other Sensors on the board.

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PHYSICS/PHYSICAL SCIENCE LESSON

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VelocityAverage Velocity is the displacement divided by the time interval during which the displacement occurred.

Vavg= x = xf - xi

t tf - ti

Average Velocity= change in position = displacement change in time time interval**The average velocity of an object can be positive or

negative, depending on the sign of the displacement (the time interval is always positive).

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Example/Practice ProblemConsider a car trip to a friend’s house 370 km to the west, (the negative direction), along a straight highway. If you left your house at 10 am, and arrived at your friend’s house at 3 pm, your average velocity would be as follows:

Vavg= x = -370km = -370 km/5h = 74 km/h west

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AccelerationAcceleration is the rate of change of velocity with respect to time.

Aavg= V = Vf - Vi

T = Tf - Ti

Average acceleration= change in velocity

time required for change

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Example/Practice ProblemA shuttle bus slows down with an average acceleration of -1.8 m/s2. How long does it take the bus to slow from 9.0 m/s to a complete stop?

Aavg= V (rearrange our equation to solve for T) T

T= V = Vf – Vi = 0m/s-9.0 m/s

Aavg= Aavg -1.8 m/s

T= 5.0 m/s21

Application• Once data is collected after the rocket launch, students will use the equations to find out the velocity and acceleration at various points in the launch.

• Students will also use the data to predict variables that would affect the data and launch such as• Temperature• Pressure• Radiation• Friction (due to a fluid such as air and other factors)

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CHEMISTRY/EARTH SCIENCE LESSON

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Earth’s Atmosphere

120.7 km Rocket Altitude

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Detecting RadioactivityRadiation energetic enough to ionize matter with which it collides is called ionizing radiation. The Geiger counter is an ionizing radiation detection device. A Geiger counter consists of a metal tube filled with a gas. In the center of the tube is a wire that is connected to a power supply. When ionizing radiation penetrates the end of the tube, the gas inside the tube absorbs the radiation and forms ions and free electrons. The free electrons are attracted to the wire, causing an electric current. A meter built into the Geiger counter measures the current flow through the ionized gas. This current measurement is used to determine the amount of ionizing radiation present.

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Electromagnetic SpectrumAll forms of electromagnetic radiation.

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Electromagnetic Radiation• Electromagnetic radiation from diverse origins constantly bombards us. In addition to the radiation from the sun, human activities also produce radiation which include:

• radio and TV signals, phone relay stations, light bulbs, medical X-ray equipment, and particle accelerators.

• Natural sources on Earth, such as lightning, natural radioactivity, and even the glow of fireflies, also contribute. Our knowledge of the universe is based on electromagnetic radiation emitted by distant objects and detected with instruments on Earth.

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Acceptable Exposure Limits of UV• UV Region Wavelength MPE

• UV-A 315 - 400 nm 1mW/cm2 8 hrs

• UV-B 285 - 315 nm 500 uW/cm2 1 min

• UV-C 100- 285 nm 100 uW/cm2 1 min

**These MPE’s are lower when someone is photosensitized by medication or diet.

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Data Analysis Objectives• Students will analyze data collected from their Geiger counter on rocket launch and compare acceptable exposure limits.

• Students will compare radiation readings associated with varying altitudes (on rocket launch and helicopter).

• Students will predict the consequences of high exposure to UV rays.

• Students will identify the variables involved with the varying amounts of UV exposure on different parts of Earth.

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