Basic Circuits – Lab 2 Arduino and Sensors Xmedia Spring 2011.
Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits,...
Transcript of Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits,...
![Page 1: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/1.jpg)
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
![Page 2: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/2.jpg)
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)
![Page 3: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/3.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 3
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.
![Page 4: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/4.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 4
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.
![Page 5: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/5.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 5
Group:________________________
DataRecordingSheetforEnergyMeterEnergySource Descriptionofaction NumberReading
Claim:Wethinkthatourcircuitis_________________________________________________________
_________________________________________________________________________________________________
Ourevidenceforthatis______________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Howcouldyoutestthis?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________________________________________________________________________________________
![Page 6: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/6.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 6
Name:________________________
ComparingSoundandLightWaves
SAME DIFFERENT
![Page 7: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/7.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 7
![Page 8: Sensors, Circuits, and Satellites Lesson 2: Energy Meter · 2018. 12. 20. · Sensors, Circuits, and Satellites revised April 2016 Developed under GSFC IRAD Award FY13-297 page 2](https://reader033.fdocuments.us/reader033/viewer/2022051902/5ff1bf0e21cbcc74460bb00d/html5/thumbnails/8.jpg)
Sensors, Circuits, and Satellites revisedApril2016
DevelopedunderGSFCIRADAwardFY13-297 page 8