1 00:00:00,000 --> 00:00:07,000 You know, students in Baton Rouge, Louisiana, are also charged up about today's classroom activity. 2 00:00:07,000 --> 00:00:12,000 Hi! We're from the Strumer Middle Medicine School in Baton Rouge, Louisiana. 3 00:00:12,000 --> 00:00:18,000 NASA Connect asks us to help you understand how to do the student activity for this program. 4 00:00:18,000 --> 00:00:24,000 Earlier, we learned that the NASA ProSense experiment uses long, conducting wires called tethers. 5 00:00:24,000 --> 00:00:28,000 The tethers make electricity that can be used to move satellites. 6 00:00:28,000 --> 00:00:39,000 Now, we're going to simulate the research they do at NASA by constructing and using the Make-It-Go Electrodynamic Demonstration Unit, or EDU for short. 7 00:00:39,000 --> 00:00:41,000 First, let's make the EDU. 8 00:00:41,000 --> 00:00:50,000 The materials you need, magnets, batteries, wire, and very small light bulbs called light-emitting diodes, are inexpensive and easy to find. 9 00:00:50,000 --> 00:00:57,000 Remember, safety is our number one concern at NASA, so be sure to listen carefully and follow the safety guidelines. 10 00:00:57,000 --> 00:01:03,000 Now that the EDU is made, you'll need to make an electrical current level controller for the EDU. 11 00:01:03,000 --> 00:01:08,000 The current controller is made using only regular paper and a set of five resistors. 12 00:01:08,000 --> 00:01:11,000 Be sure that all your wires are connected correctly. 13 00:01:11,000 --> 00:01:17,000 This will create what is called a closed circuit that allows the electricity to flow freely through the EDU. 14 00:01:17,000 --> 00:01:25,000 Now you're ready to observe and predict what happens to the light from the LED when you change the amount of electricity flowing through the circuit of your EDU. 15 00:01:25,000 --> 00:01:32,000 If the wires are not connected properly, an open circuit exists and the flow of electricity through the EDU is broken. 16 00:01:32,000 --> 00:01:40,000 As a class, discuss whether there's a pattern to describe what happens to the brightness of the light when the electricity level increases. 17 00:01:40,000 --> 00:01:46,000 The EDU is a model of the actual propulsion system tested in the process mission. 18 00:01:46,000 --> 00:01:56,000 You'll use the EDU to observe and understand that if a wire has electricity flowing through it, the wire can actually move if it is placed near a magnet. 19 00:01:56,000 --> 00:02:03,000 You'll measure, record, and graph the relationship between the electric current and wire coil movement. 20 00:02:03,000 --> 00:02:07,000 Then, you'll analyze the results just like NASA researchers do. 21 00:02:07,000 --> 00:02:11,000 Next, construct the coil as directed in the lesson guide. 22 00:02:11,000 --> 00:02:15,000 Add the wire coil along with the magnet to the EDU. 23 00:02:15,000 --> 00:02:20,000 Observe what happens to the wire coil's motion when the magnet is present. 24 00:02:20,000 --> 00:02:27,000 Looking at your previous set of test results, what do you think will happen to the wire coil when the current level increases? 25 00:02:27,000 --> 00:02:34,000 Change the current levels and measure and record the distance that the wire coil moves at each level. 26 00:02:34,000 --> 00:02:39,000 Each time you test a new current level, compare the results with your classmates. 27 00:02:39,000 --> 00:02:42,000 Average the test results at each current level. 28 00:02:42,000 --> 00:02:50,000 After you've completed testing, your teacher will get you started on graphing your data, then help you understand how to analyze your results. 29 00:02:50,000 --> 00:02:55,000 Great work, class! But how can we display the data that we've collected on a graph? 30 00:02:55,000 --> 00:02:58,000 Think about the information we're comparing. 31 00:02:58,000 --> 00:03:08,000 Now that we have our graph labeled, one person from each group should come up and graph the average distance the coil moved at each current level. 32 00:03:08,000 --> 00:03:11,000 This looks great! What type of graph is this? 33 00:03:11,000 --> 00:03:15,000 A bar graph? A line graph? A scatter plot? 34 00:03:15,000 --> 00:03:19,000 What was the maximum distance our wire coil moved? 35 00:03:19,000 --> 00:03:23,000 What current level produced the greatest movement? Why do you think this is so? 36 00:03:23,000 --> 00:03:32,000 Class, can you guess which electricity level the circuit is set on based on how far the wire coil is moving? 37 00:03:32,000 --> 00:03:35,000 If I run some more tests, I know that I can find out. 38 00:03:35,000 --> 00:03:38,000 Yeah! Let's make it go again!