Teams in Engineering ServiceMiddle School Environmental

Education Team Spring 2009

Jose AlonsoConnie Cheung

Ron ChuScott Do

Carmendina GonzalezVivian NguyenJoshua RamosAlan Toledo

Julianna WangYon Xiao

Table of Contents

1. Introduction CONNIE..........................................................32. Quarter Goals VIVIAN.........................................................33. Handheld PM Sensor YON...................................................3

Quarterly Update.......................................................................................3Background...............................................................................................3ADC Program.............................................................................................4Assembly...................................................................................................5Vernier Sensor Attachment.......................................................................6

4. Lesson Plan Development..................................................7Crank Flashlight Battery Charger JOSHUA AND ALAN................................7Homemade Generator RON AND YON.......................................................8Wind and Solar Demonstration SCOTT......................................................8

5. Classroom Visits ALAN.......................................................8Introduction...............................................................................................8Coordinating Visits....................................................................................9Contacts..................................................................................................11I-Test Teacher Visits............................................................................... .11Outreach Beyond Teacher Visits...............................................................9

6. Budget CARMENDINA.......................................................127. Appendix.........................................................................12

i. ADC Source Code.....................................................................................13

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1. IntroductionThe main objective of the Middle School Environmental Education

Group is to increase interest in science and engineering in young students, with an emphasis on middle school girls. Studies have shown that this is the age group where interest in science and engineering in girls takes the most dramatic downturn. In order to accomplish this goal, the team focuses on several key components with a variety of functions. This includes visiting classrooms to assist teachers involved in the I-TEST program and developing environmentally oriented lesson plans. In the past, the team had also helped to test an educational computer game set in Antarctica and designed and produced a particulate matter sensor to enhance lesson plans. The team had focused on particulate matter due to the everyday impact that particulate matter has in San Diego County, which is prone to fires during dry seasons. This quarter, the lessons the team developed included a homemade generator lesson, a crank flashlight battery charger lesson, and an energy-flow modeling lesson using a software call EnergyPlus.

2. Quarter Goals

Complete new experiments and build lesson plans

Two Classroom visits per team member

Improvement and assembly of additional handheld PM sensors

Booth at San Diego Science Festival

Participation in Science Olympiad at the Preuss School

3. Handheld PM SensorQuarterly Update

For the Hand Held PM sensor this quarter, we replaced the bottom enclosure with a new Plexiglas to hold the battery in place while the sensor is functioning. Furthermore, we still need to upload code to one of the Hand

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held PM sensors (The sensor with the soldered wires to the actual sensor on top) using the code at the bottom. Also the Plexiglas on the bottom side of the enclosure needs to also be fitted to lock into place as right now it is not staying on.

In the beginning of the quarter, both of the PM sensors were not powering on. After further analysis on one of the PM sensors, the cause of malfunctioning was a low battery. The battery was replaced and the sensor did not experience any other problems. The second sensor had to be more thoroughly inspected. The powering switch had to be soldered because it was not sending a signal for the sensor to power on. No other problems were experienced with the sensor this quarter.Background

Air quality is becoming more of an environmental concern due to the advancement and utilization of products and procedures. Many of these products emit pollutants that are deemed unhealthy, if not hazardous, to one’s personal health. Automobiles, for instance, emit carbon monoxide that is a colorless and tasteless yet highly toxic gas. Combustion pollutants from burning fossil fuels can contribute to birth defects. Cigarette smoking as well as passive smoking provokes higher risks of asthma. Even common beauty supplies such as hairsprays contain many chemicals that result with various forms of irritation and nausea. Introducing students to air quality education at a younger age can teach awareness of these pollutants and, perhaps, inspire them to pursue and generate newer, environmental-friendly products and procedures.

This TIES team is focused on developing a particulate matter (PM) sensor to accompany lesson plans on air quality. The main goal is to produce a light and portable system that allows students to manipulate and retrieve live data of the ambient air quality. This sensor is able to detect solid particles, such as dust and pollen, within a couple micrometers in size. This quarter the work on the sensor was mainly centered on tweaking the program running the sensor, assembling two more sensors, and testing.

ADC Program

Some slight changes were made to the components on the newly built sensor. In particular, a much smaller ADC was used. Since we purchased a smaller ADC, we needed to alter stamp controller program to display the measurements, whether displaying each individual measurement or displaying an average of the measurements within a time frame. The pin outs from the stamp controller side are as follows:

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Use of PM Sensor:1. The sensor must be vertical i.e. the screen should be pointed towards

the ceiling.2. The screen should never read 0. If it does, the wire from the sensor to

the ADC chip is loose and needs be reattached, even if it looks fine.3. Air flows from the bottom to the top so whatever source is being

measured should be on the bottom.4. The output of the sensor will not stabilize. Results it gives have been

tested against a high grade PM counter. The output of the handheld sensor ranges around an accurate count.

5. Make sure to use provided charger to recharge batteries.

Assembly

This quarter, we used a different Analog to Digital converter (ADC) than in previous quarters. The previous design called for a 20-bit ADC, which was more than enough, so we went with an 8-bit ADC as a simpler model. We connected all the pins to the stamp controller by connecting VDD to pins 8

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and 5 and grounding pins 1, 3, and 4. We connected the remaining pins to pins connected to the stamp controller as they are used for the data in and out of the clock.

For the LCD Backlight Screen, we soldered wires to the RX, 5V and GND parts of the backside of the screen. This allowed us to connect the wires to the stamp controller so that it could receive an input and output to display desired results.

We needed to find connectors for the particulate matter sensor because we were missing some sets. We purchased a set of 4 pin and 3 pin connectors as shown and are figuring out ways to incorporate longer strands of wires to connect it to the stamp controller.

We assembled two more enclosures to hold the particulate matter sensors. We used 3/16-inch clear acrylic to assemble front panels and covers. Each component was glued together using acrylic cement/glue. The hardware was screwed in using 4-40 machine bolts and the complementing nuts and washers. The cover and battery plate are screwed to the front panel using 4-40 machine bolts. Each hole was tapped for these bolts; not tapping the holes can possibly result with cracked acrylic.

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Vernier Sensor Attachment

An idea we investigated this quarter was possibly adapting the handheld particulate matter sensors to use the Vernier LabQuest handheld unit. While the idea was feasible, the LabQuest software would have to be customized whenever using the sensor. The analog voltage from the sensor could be displayed on the screen for the Vernier LabQuest unit, but special parameters would have to be set on the unit to convert the voltage into a particulate matter count. This would be an added level of complexity when using the LabQuest unit. This would have little value considering that the group already has standalone sensor units.

4. Lesson Plan DevelopmentThis quarter we divided up the team into three sub-groups; each sub-

group would work on a separate project. The topic that the three groups addressed revolved around electricity. The different projects convey how electricity works, the difficulty in producing electricity, and alternate environmentally friendly methods of producing electricity.

Crank Flashlight Battery Charger

The first experiment that we created this quarter is the Crank Flash Light Battery Charger demonstration. The apparatus used for this experiment is a crank flashlight that has been converted into a hand crank cell phone charger. This is done by opening up the flashlight and soldering wires to the battery. The wires are then connected in parallel to an auxiliary cord and a series of old laptop batteries. Students can then crank the flashlight in order to charge a cell phone battery.

This experiment focuses on demonstrating the value and need for energy efficiency. Students will experience how difficult it is to generate electricity and why it is important for the environment to conserve energy. Because the actual devices require

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soldering and the use of lithium batteries, this experiment would be more of a demonstration than an experiment the kids could conduct.

This quarter we were able to produce a prototype. However, the crank is not generating enough voltage to charge a cell phone battery. The tested crank flashlight was generating about 3 to 4 V, while a cell phone battery requires around 5 V to charge. We believe this is due to the fact that the battery in the flashlight might be faulty because it is old. We will have to use a new flashlight to generate enough voltage.

Homemade Generator

The second experiment that we created this quarter is the Homemade Generator. This experiment was designed with the intention of engaging students by having them build their own take home generator in class, from scratch, that powers a low voltage light bulb or LED. With basically just wire, cardboard, a small rod and magnets, students will construct a basic solenoid and create a generator in its simplest

form. Through this experiment, students will learn how generators work by essentially having an inside look at their own small scale model. The experiment is easy to understand, can be completed within minutes and gives an immediate viewable result to keep attention spans. The experiment has the possibility of being expandable as well to demonstrate wind or hydroelectric power generation by attaching propellers to the center rod / crank shaft to be driven by water or wind current.

Wind and Solar Demonstration

The third new experiment that we created this quarter is the solar power demonstration. This experiment focuses on using alternative energy to generate currents and voltages to power a device. The solar demonstration consists of using a solar cell and a LED light bulb to demonstrate the workings of photovoltaic effect, a process in which sunlight is converted into electricity. This experiment is a great lesson for the middle school students to physically see how they can harness the power of the sun to generate electricity in an environmentally friendly way.

One of the challenges we faced during the design of this project is finding the right equipment with the correct specifications to get the light

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bulb to light up. This means we had to look online to other states to find cheap, effective solar cell. We also had to research deeper into topics such as compatibility of the light bulb solar cell and how relevant it would be towards motivating younger students to practice science and engineering.

The picture above is what our group has achieved so far this quarter. Some of the tasks that we left to do are to have a battery that stores the electricity from the sunlight, so we can demonstrate how to obtain energy during the day and utilize that energy to power appliances at night. Another task we have is to create another generator that will be power by wind to generate electrical voltages.

5. Classroom VisitsIntroduction

Throughout the quarter, TIES students participate in the project “Information Technology-Engineering and Environmental Education Tools” (ITEST1). ITEST is lead by UCSD Jacob’s School of Engineering, in partnership with the San Diego Super Computer Center (SDSC). ITEST works with San Diego middle school teachers to develop hands-on environmental science experiments, utilizing the Vernier LabQuest handheld sensors.2 TIES students attend middle school classes during these experiments, and provide technical and scientific support to the teachers while using the LabQuest sensors. The lesson plans and LabQuest sensors are designed to spark student interest in science and technology as well as increase student awareness about current environmental issues.

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1 http://ties.ucsd.edu/ITEST/aboutite3tools.html2 http://www.vernier.com/labquest/

Coordinating Visits

A team member in TIES will be assigned as the teacher visit coordinator at the beginning of each quarter. The coordinator is responsible for arranging the visit schedule which best accommodates both teachers and TIES students. The following is a guideline on how the organization can be done efficiently:

1) Access ITEST coordination website to obtain equipment rotation schedule. The rotation schedule provides information on which teacher(s) will have the equipment during which week(s).

2) Contact teacher(s). Contact the teacher(s) a week in advance to inquire their class schedule (day and time). This is done primarily on email, and preferably on Monday to give the teachers time to respond.

3) Create a poll online. After obtaining teachers’ schedule, create an online poll (www.doodle.com). The rest of the team will provide their availability using the poll, and the coordinator can decide on the visit time that best accommodate both the teacher(s) and the TIES students. The poll is generally created on Wednesday.

4) Informing the teacher(s) of the visit times. After obtaining the result from the poll, the coordinator will contact the teacher(s) with the visiting times for the following week. This is also done via email, preferably early Thursday so the teacher(s) will have time to respond before the weekend. Ask the teacher(s) to respond in email as a confirmation on the schedule.

5) Confirm with teammates. Upon receiving the confirmation from the teacher(s), inform teammates with date, time, and location of the visit.

6) After each visit, participated TIES students are required to fill out an online survey form for the ITEST research team to gather data about the lessons.3 Additionally, participants need to answer the following questions to complete the survey process:

Teacher Name:

Observation Date:

How prepared was the teacher to lead the lesson you observed? (Choose one) (a)Extremely prepared – he/she had seemed to have reviewed the lesson plan

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ahead of time, the lesson seemed to be implemented according to a clear plan, and the teacher experienced few (if any) hiccups (b)Generally prepared – he/she seemed to have reviewed for the lesson and seemed to have a general plan, but the lesson would have benefited from more specific planning (c)Unprepared – he/she had not reviewed the lesson beforehand and/or did not seem to have a clear plan for the lesson

Why did you choose that rating? (No more than a few sentences)

3 http://www.grgsurvey.net/cgi-bin/rws3.pl?FORM=LessonReportCard

Contacts

Questions regarding overall ITEST operationJulie Humphrey jchumphr@ucsd.edu

Equipment AllocationEzequiel Noyola enoyola@ucsd.edu

Teachers involved in the Middle School classroom visits for 2009-2010

Teacher Name School Name Contact InfoMichelle Thorsen Dehesa Charter School michellethorsen@sbcglobal.netPamela Goalwin Julian Charter School pgoalwin@juliancharterschool.orgWayne Strong Foothills Christian High School wayne.strong@foothillschristianschool.comRachel Poland Innovation Middle School rpoland@sandi.netBen Vosburgh Innovation Middle School bvosburgh@sandi.netMadeline Hardson DePortola Middle School mhardson@sandi.netSarah Flynn Christian Junior High School sflynn@christianunified.orgGeoff Birch Guajome Park Academy BirchGe@guajome.netMichael Mertz Muirlands Middle School mmertz@sandi.netLindsay Hellman Guajome Park Academy HellmanLi@guajome.netMarj Atkisson UCHS matkisson@sandi.netArlene Peck Guajome Park Academy peckar@guajome.netKamyar Pourhamidi Correia Middle School kpourhamidi@gmail.comCatherine Peavy I-High Online cpeavy@sandi.net

I-Test Teacher Visits This Quarter

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This quarter we visited Rachel Poland’s class at Innovation middle school. The class was an elective class so the students were really interested in science and were pretty well behaved. Below is a log of the teacher visits conducted by the team this quarter as well as who attended the science club meeting.

Student Name Teacher VisitsScience Club meeting

Alan Toledo 3 0Julianna Wang 1 0Scott Do 2 1Connie Cheung 1 0Yon Xiao 2 0Jose Alonso 2 1Vivian Nguyen 0 1Joshua Ramos 1 1Carmendina Gonzales 0 1Ron Chu 2 1

Outreach Beyond Teacher Visits

Besides doing teacher visits, the team tries to participate in various outreach activities throughout San Diego. This quarter members of the team were sent to O’farrell Community Charter School to talk to the kids at their Science Club Meeting. The team did a little demonstration involving the hand held particulate matter sensor as well as talked to the kids about engineering, science, and college.

Last Spring the team participated in the San Diego Science Festival4. This event aims to promote interest in science in children and adults. Various booths from different organizations are set up to demonstrate how science can be interesting, a mission similar to ours. The demonstration at our booth involved utilizing the Vernier LabQuest apparatus and the UV sensor to convey the importance of sunscreen in protecting against UV rays. We generated a lot of interest in science as well as our program. Several Teachers approached us and asked if the team could come to their school and talk to the kids. This year we signed up to participate again.

Another project we will be helping out in is the San Diego Science Olympiad5 held Saturday, February 6th and 20th. This competition requires teams from different schools to compete in various science events, ranging from creating a bridge to designing a battery run car.

The team’s original plan was to help mentor the kids at a middle school. However, because their training schedules are quite rigorous and because we are not sure if we can dedicate that much time to the project, we were unable to do so. Instead we have contacted Arthur Zhang, a

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graduate student here at UCSD, who has volunteered to be an event captain at the competition. He has asked for volunteers from MSEE to be assistant event captains, helping out during the day of the event. Our responsibilities will include setting up for the competition as well as judging events and supervising the kids.

4http://www.sdsciencefestival.com/5http://www.sandiegoso.org

6. BudgetThis quarter our team had a $500 budget. The expenses for this quarter’s budget were

allocated to three teams and lesson plans. Below is the budget for this quarter and an itemization of the expenses:

Budget Report

Item Price

LED bulbs $6.82

Solar Cell $13.59

magnet wire $7.17

green LED $2.16

1.5V bulb $1.62

ceramic magnet $2.16

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ceramic magnet x 3 $6.49

Poster $77.22

Total (Spent) $117.23

7. AppendixAll drawings, models, and lesson plans from this quarter can be found on the MSEE page on the TIES website.

i. ADC Source Code

' {$STAMP BS2e} ' {$PBASIC 2.5} 'Program to convert analog sample to digital sample and output through LCD screen DIO CON 9 'Data in/out line on the stamp CLK CON 10 'Time communication between stamp and chipCS CON 11 'CS on ADC adc VAR WORD 'Data read from chip goes here conc VAR WORD 'actual concentration in part/Lcounter VAR BYTE avg VAR BYTE(20) TxPin CON 0 Baud19200 CON 32 HIGH TxPin

PAUSE 1000SEROUT TxPin, Baud19200, [22]PAUSE 500SEROUT TxPin, Baud19200, [12]PAUSE 500SEROUT TxPin, Baud19200, ["Turning on"]PAUSE 5000SEROUT TxPin, Baud19200, [12]PAUSE 500SEROUT TxPin, Baud19200, ["Sensor warm up", 13, "60 sec left"]

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counter = 60DO WHILE (counter > 0)PAUSE 1000IF counter = 10 THENSEROUT TxPin, Baud19200, [149," "] ENDIFcounter = counter - 1SEROUT TxPin, Baud19200, [148, DEC counter] LOOP

SEROUT TxPin, Baud19200, [12]PAUSE 500SEROUT TxPin, Baud19200, ["Ready to take readings"]PAUSE 1000

main:counter = 0

'Take 5 readings from ADCDO WHILE counter <= 20'GOSUB Setup_ADChipLOW CLK 'reset clock HIGH CS LOW CS'SHIFTOUT 1, CLK,MSBPOST, [1111\4] 'pull CS low to initiate conversion SHIFTIN DIO, CLK, MSBPOST, [adc\9] 'read 8 bit number from ADCavg(counter) = adccounter = counter + 1LOOP

'Calculate average adcadc = 0counter = 0DO WHILE counter <= 20adc = avg(counter) + adccounter = counter + 1LOOPadc = adc / 20

'Clear ScreenSEROUT TxPin, Baud19200, [12]

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'Calculate particles/LGOSUB Calculate_PperL

'Output concentration to screenIF adc <= 255 THENSEROUT TxPin, Baud19200, [DEC conc]SEROUT TxPin, Baud19200,[" particles/L"]DEBUG "Concentration: ", DEC conc, CRENDIFGOTO main

Setup_ADChip:

RETURN

'Input: adc'Output: concCalculate_PperL:IF adc <= 255 AND adc > 134 THENconc = adc * 232 - 16750ENDIFIF adc <= 134 AND adc >= 0 THENconc = adc * 107ENDIFRETURN

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