Unit 2 Schedule

September 15 -Day 1: Moon PhasesMoon Phases Lab

September 17 - Day 2: Motions of the Moon: EclipsesEclipses Lab

September 21 - Day 3: NASA and the Lunar LandingsApollo 13

September 23 – Day 4: Lunar Landings continuedApollo 13

September 25 – Day 5: Lunar SettlementsLunar Survival Kit

September 29 – Day 6: Lunar Settlements continuedLunar Colonies Due/Observe a Lunar Eclipse

October 1 – Day 8: Did we really go to the moon?Mythbusters

October 5 – Review and Catch-UpObservation Project Due: Phases of the moon

October 7 – Unit 2 TestReading Packet 2 DueReview 2 Due

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Learning Objectives Unit 2:

1. I know what causes the moon phases and how to model those phases.2. I know what causes both lunar and solar eclipses and how to model them.3. I understand how eclipses were viewed anciently and how our view of them have changed.4. I know the history of NASA, specifically details about the moon landings.5. I know what went wrong and how the fixed the problems on Apollo 13. 6. I can site evidence of man’s missions to the moon.7. I know the current theories of how the moon was formed and evidence supporting them.8. I understand some of the problems of creating lunar colonies and how to overcome them.

Vocabulary Unit 2:

MariaUmbraPenumbraRevolveRotateReflectionRegolithHighlandNASA’s LCROSS missionApollo, Gemini, Mercury NASA programsLine of NodesTheories of Lunar Formation:

Collision-EjectionCaptureCo-CreationFissure

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Name: ____________________________________Period: _____________________

Unit 2 Reading: Chapter 3 (all sections)

1. Why does the moon go through phases?

2. How does a scientific definition of reflection differ from common usage?

3. The picture in Figure 3-1 was taken by what spacecraft?

4. Which direction does the moon revolve around the Earth?

5. Why do use first and third quarter to describe the moon when it is half illuminated?

6. Draw the Sun/Earth/Moon system for the different lunar phases (new, full, waning/waxing crescent, 1st and 3rd quarter, waning/waxing gibbous)

7. How long does it take for the moon to complete one revolution around the Earth?

8. What is synchronous rotation?

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9. Is there a dark side of the moon? What is a better phrase?

10. What is a sidereal month? A synodic month/lunar month?

11. What is a lunar eclipse?

12. What is a solar eclipse?

13. What is the line of nodes?

14. What is the maximum number of eclipses that could occur in one year? When was the last time that happened?

15. Define umbra and penumbra. (Draw a picture- look at Figure 3-8)

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16. Why are penumbra lunar eclipses easy to miss?

17. During a total lunar eclipse, does the moon receive any light? What color is it and why?

18. The picture in figure 3-9 what taken during what eclipse?

19. The Red Sox won the World Series for the first time in 86 years on October 28, 2004. What was happening to the moon? How long was totality (see Table 3-1).

20. What are the 3 different types of solar eclipses? Describe each.

21. What is totality?

22. Where was the inset in Figure 3-11 taken from?

23. What determines the width of the eclipse path?

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24. Look at Figure 3-13 and determine what (if any) solar eclipses will be visible here in Utah?

25. How did the Greeks determine the world was not flat using eclipses?

26. How did the Greeks determine the size of the Earth?

27. Look at Table 3-3, were ancient measurements accurate? Why or why not? What measurements were the best? The worst?

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Name:____________ Date: __________

Phases of the Moon Objective: You will, using simple tools, deduce the motion of the Moon around the Earth. You will determine the direction of motion, and the reason for the phases. Procedure

1. Study the phases chart above, which shows the moon at different phases throughout the lunar cycle. Note carefully what changes about the moon from each image to the next.

2. Each group pick a tennis ball and head into the hallway. The tennis ball will represent the moon, with one half lighted and the other dark (as we discussed in class).

3. Choose a location for the Sun. The Sun remains stationary for the entire lesson after that! (It's often easiest to say that the 'Sun' is located at one end of the hallway.)

4. Choose a group member to represent the Earth. They will stand in one spot for the entire lesson (but can turn around to see the Moon). The Moon will stand relative to the Earth so that the tennis ball appears to the Earth in each phase. The Moon must make sure that the lighted side of the tennis ball always faces towards the 'Sun'! You as a group must decided which is the appropriate lunar phase.

5. The images below are all looking down on the Earth-Moon-Sun system from North. All should try to imagine what a spaceman, looking down from North, would see for each phase. The recorder marks the location of the Moon in the appropriate box in the table

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below.

When you are finished, work together to answer the following questions:

1. In which direction does the Moon orbit the Earth? CLOCKWISE or COUNTERCLOCKWISE

2. For observers from the Northern hemisphere, which side of the Moon is illuminated when the Moon is just past new phase? RIGHT or LEFT

3. If you were to observe a crescent moon with the horns of the crescent pointing right, is the Moon WAXING or WANING? Hint: consider the previous question!

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4. When an earth-bound person observes the Moon in its full phase, which phase of Earth is observed by a person on the Moon? NEW or FULL or SOME OTHER PHASE Justify your answer.

5. In the following three pictures; fill in the missing piece (either in the top or the bottom panel).

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Oreo Moon PhasesMaterials for each child: 8 Oreo® cookies (4 for younger children)Paper towel A plastic spoon and/or a plastic knifeMarker (optional)

Halve and scrape Oreo® cookies to illustrate Moon phases. Then arrange cookies on the poster in linear fashion beginning with the New Moon and ending with the Waning Crescent Moon. You may be familiar with other activities that place the phases in a circular formation. We feel this could, however, confuse young children if they attempt to conceptualize the location of the Sun or Earth in relation to the Moon’s orbit. We, therefore, recommend that first children simply learn to correctly match the names with the appearances of each phase. For children younger than 8, you may want to model only 4 Moon phases, i.e. New Moon (completely dark), Crescent Moon, first Quarter (or Half) Moon, and Full Moon. Older children should be able to model all 8 phases, as shown below:

1 2 3

New MoonCompletely (or almost

completely) dark.Waxing Crescent

A small sliver of light on the right.

First Quarter (or Half) Moon

The right half of the Moon is light.

4 5 6

Waxing GibbousThree quarters of the

right side of the Moon is light.

The light is in the shape of a humpback (which is what the word “gibbous”

means!)

Full MoonThe entire Moon is bright.

Waning GibbousThree quarters of the left side of the Moon is light.

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Modified from Paper Plate Education

Copyright ©2006 Chuck Bueter All rights reserved.Third Quarter

(also Half) Moon The left half of the Moon is

now light.

Waning CrescentA small sliver of light now appears on the left side.

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Name: ______________________

Oreo Moon Phases

New Moon

Waxing Crescent

Waning Crescent

WaningGibbous Waxing

Gibbous

Full Moon

First Quarter

Third Quarter

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Name: __________________________________

Bad Moon Rising

Each group will be given a children’s book that features the moon. In your groups you will need to find the correct representations of the moon, and the mistakes in how they described and/or illustrated the moon. Some of them may be very tricky so be careful to find all the mistakes! We will rotate around so that each group can look at 3 different children stories.

Title of BookCorrect

Representations Mistakes

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Name:__________________

Solar and Lunar Eclipses

Each group will receive a tennis ball, grape and flashlight. These will be used to represent the Earth, Moon and Sun. In your groups you will need to try and model the positions of all three celestial bodies for both a lunar and solar eclipse. You will need to model these motions and then have me sign off. Good luck!

Lunar Eclipse: (Draw how your group modeled it)

Solar Eclipse:

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Now read the New York Times article about the August 1999 solar eclipse and answer the following questions:

Aug. 1999

International Audience for Huge Eclipse Show

By HENRY FOUNTAIN

The solar eclipse that will sweep across Europe, the Middle East and the Indian subcontinent on Wednesday promises to be one of the most watched in history. The European portion of the itinerary alone reads like one of those if-it's-Tuesday-it-must-be-Belgium tours: Cornwall, Paris, Stuttgart, Munich, Vienna, Budapest and Bucharest are all within or near the 60-mile-wide path of totality, where the moon will completely cover the sun.

Even people in the northeastern United States will have a chance to see a partial eclipse at sunrise, weather permitting. In New York, about one-third of the sun will be obscured when it rises at 6:02 A.M., with coverage diminishing to zero in a half-hour. Farther north and east, the situation improves. In Boston, for example, the sun will be about two-thirds covered when it rises at 5:47.

Experts caution that even a partial eclipse can harm the eyes. It should be viewed through a special solar filter (sunglasses or photographic filters are inadequate) or by projecting the image through a pencil-size hole in a piece of cardboard onto a sheet of paper.

The eclipse comes near what is known as solar maximum, the end of an 11-year cycle when flares and other events increase. So the corona, the sun's outer atmosphere that is only visible during a total eclipse, may be particularly spectacular.

But astronomers also hope to learn more about why the corona is so hot -- millions of degrees, when the sun's surface is a mere 6,000. Data from research spacecraft have suggested that

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magnetic fields near the surface may play a role.

A team from Williams College is in Ramnicu-Valcea, Romania, where the duration of totality will be the longest at just under two and a half minutes, to try to observe rapid oscillations in the corona that would be evidence of magnetic fluctuations. The team, led by Jay Pasachoff, the head of the school's astronomy department, is working in conjunction with one of the orbiting observatories, the Transition Region and Coronal Explorer. But that spacecraft can take only one photograph every 10 seconds or so; because the oscillations would be on the order of one every second, the ability of the ground-based crew to make a rapid series of images is critical.

"It's a perfect example of how eclipse results can overlap and collaborate with space results," Dr. Pasachoff said.

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Name: __________________________________

International Audience for Huge Eclipse Show Questions

By HENRY FOUNTAIN

a. How will geographic location affect what kind of eclipse people will see (partial or total)?

b. Why is it dangerous to look directly at a solar eclipse?

c. What do scientists hope to learn from this eclipse?

d. How do scientists hope to learn about magnetic fields from this eclipse?

e. Why is taking rapid photographs of the sun during the eclipse important to scientists studying magnetic fields?

f. What does Dr. Pasachoff mean when he says that this "is a perfect example of how eclipse results can overlap and collaborate with space results"?

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Name: _______________________

Solar Eclipses

In your group read the assigned journal entry from an eyewitness to a solar eclipse. These entries are from 160 to 100 years ago; keep that in mind as you answer the following questions in your group. Each group will pick a representative to share with the class about the group’s journal entry.

What was the general feeling in the entry?

What ideas did the writer have about the solar eclipse? How did they perceive others saw it?

What did they do during the eclipse? Did they have any scientific equipment with them?

How do you think you would feel if you had been there with them?

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Apollo 13: The Successful Failure

Watch Apollo 13 and record the problems and Solutions in various situations that the crew went through.

Problem Solution

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Apollo 13: Missions

List the Major Apollo Missions and some information about each.

Mission Notes

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Lunar Survival KitYou are a member of a space crew originally scheduled to rendezvous with a mother ship on the lighted surface of the Moon. Due to mechanical difficulties, however, your ship crash-landed on a lighted spot some 320 kilometers (roughly 200 miles) from the rendezvous point. During landing, much of the equipment aboard was damaged, and since survival depends on reaching the mother ship, the most critical items available must be chosen for the trip.

Below are listed the 15 items left intact and undamaged after landing. Your task is to rank them in terms of their importance to your crew in allowing them to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on, through number 15, the least important.

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Lunar Colonies

/55 pointsThe Year is 2040 and the

Lunar Land Use Planning Board (LLUPB) has commissioned your team to build the future lunar base site. The site will be used to establish a colony that will be used by NASA scientists for further research and exploration of the lunar surface.

1. Before the base can be built the following must be considered: (5pts)

Life Support WaterAir PressurePower

Nutrition Living Quarters Workspace Recreation

2. In addition to the needs above, the following conditions of the moon should be researched: (5 pts)

Atmospheric PressureTemperatureWeatherGravityOxygen availableCrustal activity--quakes, volcanoes, movement

3. After researching the general conditions on the moon, your group will also need to look at the recent developments on the moon (particularly the LCROSS mission). (5pts)

4. After you have finished the proper research (it needs to be thorough) then you are ready to design your colony.

Visual (20pts)Paper (20pts

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I have given you great websites to start from on the class website- start building!

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Moon Research: Life Support: Waste management, Water management, Power supply, environmental concerns (atmospheric pressure, gravity etc.)

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Nutrition: Food preparation, food storage, greenhouse

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Living Quarters: Crew quarters, dining area, personal hygiene area

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Workspace: Research, communication, lab

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Recreation: Leisure activities, exercise

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Recent Developments: LCROSS mission

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Name: _____________________________________

Mythbusters

As you watch this episode of Mythbusters, write down the different myths, how they tested it and the results, especially why/how they got the result! This is important and will be on the test!

Myth How they Tested Results (and WHY)

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Unit 2 Review:The Moon

Reading:

In book- Chapter 3 Other materials- Apollo 13 (viewed in class)

Mythbusters lunar landing episode (viewed in class)

Vocabulary:

MariaUmbraPenumbraRevolveRotateReflectionRegolithHighlandNASA’s LCROSS missionApollo, Gemini, Mercury NASA programsLine of NodesTheories of Lunar Formation:

Collision-EjectionCaptureCo-CreationFissure

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Concepts:

Phases of the Moon

Why does the moon have phases?

Draw and label the moon at all 8 different phases?

Which way does the moon revolve around Earth?

Eclipses

List and describe the 3 types of lunar eclipses.

What phase is the moon during a lunar eclipse?

What causes an eclipse and why does it not happen every month?

List and describe the 3 different types of solar eclipses.

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What phase is the moon during a solar eclipse?

How were these viewed anciently?

Lunar Survival Kit

Review what we did in class: what conditions on the moon need to be accounted for?

NASA’s missions

Who landed on the moon first? Who walked on the moon first?

What pushed us to go to the moon? What stopped the program?

How many people have walked on the moon?

List the purposes of the following 3 programs: Mercury, Gemini and Apollo.

What were some of the problems faced by the crew of Apollo 13 and how did they overcome them?

Lunar Conditions:

Why is the lunar sky black?

Why did the flag wave?

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Is there air there?

Dust on Moon, sharp or weathered particles and why?

List evidence of man going to the moon.

Lunar formation:

List and briefly describe all the theories of lunar formation.

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