sensors, circuits, and satellites lesson 2: energy meter · 2018. 12. 20. · sensors, circuits,...
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Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 1
Sensors,Circuits,andSatellitesLesson2:EnergyMeter
Sensors,Circuit,andSatellitesisacollectionofclassroomlessonscreatedbyNASA’sAuramissioneducationandoutreachthatexploretheelectromagneticspectrumandNASAremotesensinginstrumentsusingstudentassembledcircuits.Theselessonsintegrateinquirywithactive-learningexperiencestoengagestudentsinthepropertiesofelectromagneticenergyandremotesensing.TheinvestigationsaresequencedtohelpthelearnerconstructtheirknowledgeabouttheelectromagneticspectrumwhileofferingrealworldexamplesfromNASA.Credits:Dr.DeborahRoberts-Harris,Dept.ofTeacherEducationattheUniversityofNewMexicoGingerButcher,SeniorNASAEducationSpecialist,ScienceSystemsandApplications,Inc.DevelopedincollaborationwithlittleBitsElectonics™viaanInternalResearchandDevelopment(IRADFY13-297)awardfromNASAGoddardSpaceFlightCenterandcontinuedcollaborationunderNASASpaceActAgreementSAA5-2013-3-N15210
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 2
Lesson2:EnergyMeterSummary:Thislessonintroducesstudentstolightasaformofenergy,differentthansound.Theinvestigationwillleadtodiscoveringexistenceofenergy(light)wecan’tseeasanintroductiontothebroaderelectromagneticspectrum.StudentObjective:Studentswillcompareandcontrastlightisenergyandsoundwaves..KeyTerms:electromagneticenergy,electromagneticwavesApproximateTime:30-60minutesMaterials:• littleBits™components:power,lightsensor,numberbit,wire
o ALTERNATEMATERIALS–LightMeterorLuxMeter(coverupanylabelsortextondevicethatindicatesthemeterismeasuring‘light’)
• varioussourcesofenergythatcanbesensed:1)lightenergywecansee,suchasaflashlight,desklamp,glowstick;2)lightenergywecan’tsee,suchasTVremotecontrol;and3)non-lightsourcesthatareheatand/orsound,suchasaradio,hairdryer,orheatfromtheirhands.
Disciplinarycoreideas• MS-PS4-1WavesandTheirApplicationsinTechnologiesforInformation
Transfer:Usemathematicalrepresentationstodescribeasimplemodelforwavesthatincludeshowtheamplitudeofawaveisrelatedtotheenergyinawave.
• MS-PS4-2WavesandTheirApplicationsinTechnologiesforInformationTransfer:Developanduseamodeltodescribethatwavesarereflected,absorbed,ortransmittedthroughvariousmaterials.
Crosscuttingconcept:• StructureandFunction:Structurescanbedesignedtoserveparticularfunctions
bytakingintoaccountpropertiesofdifferentmaterials,andhowmaterialscanbeshapedandused.
• Patterns��Graphsandchartscanbeusedtoidentifypatternsindata.(MS-PS4-1)
Sensors, Circuits, and Satellites revisedApril2016
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Set-up:
• Dividestudentsintosmallgroupsandprovidetheenergysources(seematerialssection)oneachgrouptableforstudentstotest.Teacherneedstoprovidebothexamplesandnon-examplesofenergysourcesthatuselight.
• Assemble“EnergyMeter”circuitusingthelittleBits™components:power+lightsensor+numberbit.Donottellstudentsthenameofthecircuityet.(TIP:Useasmallpieceofmaskingtapetocoverupthewords“lightsensor”onthebit.Makesurethebitissetto“light”andnot“dark.”)
Engage:Askstudents“Whatdoesthiscircuitdo?”(hold-upthecircuitsothatstudentscanseethenumberchangingontheNumberBit)“Howcanwefindoutwhatthiscircuitdoes?”Chartstudentideaswithoutconfirmingordenyinganyidea.Possiblequestions:Canyoumakethenumberchangeonthedisplay?Howareyoudoingthat?Whyisthenumberchanging?
Explore:Invitestudentstoworkingroups.Theyshouldstartbyputtingtogethercircuit:power+lightsensor+numberbitassembly.Askstudentstousethecircuitstoexploreenergysourcesattheirtableandrecorddatareadingondatasheetprovided.Youmayalsowanttoinvitestudentstowalkaroundtheclassroomtotesttheirenergymeteronotherthings.Givestudentstenminutesorsotoexplorematerialsattheirtablesandintheclassroom.Circulatethroughtheroomaskingstudentstoexplainwhattheythinkishappening.Whatisthehighestnumberyoucanget?Whatisthelowestnumber?
Teachernote:Asstudentsarewalkingaround,theymayalwayshavesomekindofareadingfromtheircircuitbecausethelightsintheclassroomareon.Youmaywishtodimthelightsintheclassroomaspartofthisinvestigation.
Explain:Havethestudentscomebacktogetherasawholegroupandsharetheirresults.Whatdotheythinktheircircuitissensing?Whatisthesourceoftheinformationitissensing?Studentsshouldparticipatewiththeirdatasheetsfilledoutandinfrontofthemandshouldusethedataasevidenceofclaimstheyaremakingfromthepatternsintheirrecordeddata.Theteachercanalsochartthedataandtheclaimsandevidencetohelpthediscussion.Itisalsoimportantatthistimetostartpointingoutthedifferenceinthereadings.Theymayconcludethattheenergymeterismeasuringlight.ButwhatabouttheremotecontrolortheIRled?Whatevidencedostudentshavetosupporttheirideasandexplanations?
Usetheinfraredlightsourcesasaseguetointroducinglightwecan’tsee.Thevisibleportionofthespectrumisjustasmallpartofalargerelectromagneticspectrum.
IntroduceEMenergyspectrum–lightwecan’tsee.Weknowthatlightisenergythatenergytravelsinwaves.Youcannotseethesewaveslikeyoucanseeoceanwaves,butyoucanseetheirenergyasvisiblelight.Theinfraredremotecontrolislightenergyalso,butitisnotlightwecanseewithoureyes.Itiscalledinfraredlight.
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Explore:Weinteractwiththeelectromagneticenergyeveryday.MatchthefollowingeverydayitemstothischartoftheElectromagneticSpectrum(EMS).(PrintandusetheEMSCards,EMSAnswerKeyalsoavailable).
Explain:Whatdoyounoticethatisdifferentaboutlongerandshorterwavelengthsoflight?Whatdoyounoticeabouttheenergyoflongerversusshorterwavelength?Howdoweusethesewavesdifferently?Usedatafromyourdatatable,andfromtheelectromagneticspectrumchartasevidenceforyourexplanation.
Evaluate:
A)IfyouhavealreadydoneLesson1:WaveGenerator,refreshstudent’sknowledgeofcompressionwavesandvibrationsmovingthroughtheliquidinthespoon.Howdoyouthinklightwavesaredifferent?
B)Ifyoudidnotsharethedemonstrationinlesson1,thenrecallpriorknowledgeaboutcompressionwaves.Wavesintheoceanarecompressionwaves,theyareenergymovingthroughwater.Soundwavesarealsocompressionwavesandtravelthroughthecompressionofairmolecules.Howdoyouthinklightwavesaredifferent?
HavestudentscomparetheEMScardsortcharttoachartofsoundfrequenciesandrecorddifferencesandsimilaritiesbetweensoundandlightwaves.UsetheComparingSoundandLightWavesworksheet,withsameontheleftanddifferentontherighttocomparelightandsoundwaves.
Teachernote:Makesuretohelpstudentmaketheconnectiontothesimilaritiesanddifferencesinthecharacteristicsbetweenlightandsound.Bothlightandsoundareenergy,andbothtravelinwaves.Soundwaveshavedifferentfrequenciesthatresultinsoundsofdifferentpitches.Soundwavesdonottravelfarastheirenergyisdissipatedeasily.Soundwavesarecompressionwavesandcanonlytravelthroughmatter,thusthereisnosoundinspace.Lightisanelectromagneticwave,whichmeansitdoesn'trequiremattertotravellikesoundwavesdo.Lightwavescantravelamuchgreaterdistance,andconsistofvaryingelectricandmagneticfields.Longerwavesorsoundarelowertonesandlongerwavesoflightarelowerenergy(andviceversa).
Extension,possibleresearchactivity/project:
A)Chooseoneofthemanykindsofwaves(exceptforvisiblelight)picturedontheelectromagneticspectrum,andresearchhowitisusedbyNASAscientistsandwhatkindofdiscoverieshavebeenmadeusingthatspecificwavelengthoflight.B)Whathaveyoulearnedaboutlightenergy?Writeaparagraphortwoexplainingwhatyouhavelearnedandusingdatafromyourrecordingdatasheettobackupyourideaswithevidence.Whatnewquestionsdoyouhave?Bepreparedtoshareyourideas.
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Group:________________________
DataRecordingSheetforEnergyMeterEnergySource Descriptionofaction NumberReading
Claim:Wethinkthatourcircuitis_________________________________________________________
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Ourevidenceforthatis______________________________________________________________________
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Howcouldyoutestthis?
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Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 6
Name:________________________
ComparingSoundandLightWaves
SAME DIFFERENT
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 7
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 8