Unit 2 Schedule
September 15 -Day 1: Moon Phases
Moon Phases Lab
September 17 - Day 2: Motions of the Moon: Eclipses
Eclipses Lab
September 21 - Day 3: NASA and the Lunar Landings
Apollo 13
September 23 – Day 4: Lunar Landings continued
Apollo 13
September 25 – Day 5: Lunar Settlements
Lunar Survival Kit
September 29 – Day 6: Lunar Settlements continued
Lunar Colonies Due/Observe a Lunar Eclipse
October 1 – Day 8: Did we really go to the moon?
Mythbusters
October 5 – Review and Catch-Up
Observation Project Due: Phases of the moon
October 7 – Unit 2 Test
Reading Packet 2 Due
Review 2 Due
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:
Maria
Umbra
Penumbra
Revolve
Rotate
Reflection
Regolith
Highland
NASA’s LCROSS mission
Apollo, Gemini, Mercury NASA programs
Line of Nodes
Theories of Lunar Formation:
Collision-Ejection
Capture
Co-Creation
Fissure
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?
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)
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?
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?
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 thephases.
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 ofteneasiest to say that the 'Sun' is located at one end of the hallway.)
4. Choose a group member to representthe 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 Moonmust 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 toimagine what a spaceman, looking down from North, would see for each phase. The recorder marksthe location of the Moon in the appropriate box in the table below.
When you are finished, work together to answer the following questions:
1. In which direction does theMoon 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 MoonWAXING or WANING? Hint: consider the previous question!
4. When an earth-bound person observes the Moon in its full phase, which phase of Earth is observed by aperson 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).
Oreo Moon Phases
Materials for each child:
8 Oreo® cookies (4 for younger children)
Paper towel
A plastic spoon and/or a plastic knife
Marker (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 / 3New Moon
Completely (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 Gibbous
Three 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 Moon
The entire Moon is bright. /
Waning Gibbous
Three quarters of the left side of the Moon is light.
7 / 8 / Modified from Paper Plate Education
Copyright ©2006 Chuck Bueter All rights reserved.
Third Quarter
(also Half) MoonThe left half of the Moon isnow light. /
Waning Crescent
A small sliver of light now appears on the left side.
Name: ______
Oreo Moon Phases
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 Book / Correct Representations / MistakesName:______
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:
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 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.
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"?
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?
Apollo 13: The Successful Failure
Watch Apollo 13 and record the problems and Solutions in various situations that the crew went through.
ProblemSolution
Apollo 13: Missions
List the Major Apollo Missions and some information about each.
MissionNotes
Lunar Survival Kit
You 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.
Lunar Colonies
/55 points
The 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.
- Before the base can be built the following must be considered: (5pts)
Life Support
Water
Air Pressure
Power
Nutrition
Living Quarters
Workspace
Recreation
- In addition to the needs above, the following conditions of the moon should be researched: (5 pts)
Atmospheric Pressure
Temperature
Weather
Gravity
Oxygen available
Crustal activity--quakes, volcanoes, movement
- 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)
- After you have finished the proper research (it needs to be thorough) then you are ready to design your colony.
Visual (20pts)
Paper (20pts
I have given you great websites to start from on the class website- start building!
Moon Research:
Life Support: Waste management, Water management, Power supply, environmental concerns (atmospheric pressure, gravity etc.)
Nutrition: Food preparation, food storage, greenhouse
Living Quarters: Crew quarters, dining area, personal hygiene area
Workspace: Research, communication, lab
Recreation: Leisure activities, exercise
Recent Developments: LCROSS mission
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)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:
Maria
Umbra
Penumbra
Revolve
Rotate
Reflection
Regolith
Highland
NASA’s LCROSS mission
Apollo, Gemini, Mercury NASA programs
Line of Nodes
Theories of Lunar Formation:
Collision-Ejection
Capture
Co-Creation
Fissure
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.
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?
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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