Transmission #33 From Tycho (Mission Accomplished)

"I'll be back."

Arnold Schwarzenegger

This is my last transmission from Tycho as I am heading home.

Class Moon Activities - Week 8

Activity-Mission Design

This activity would satisfy all of the outcomes below in Grade 9 Unit E: Space Exploration (Science and Technology Emphasis). This can be completed over a 2 week period and culminating with the presentation of their lunar base designs. A photo journal could be implemented to document their findings and posted on the school’s website.

Overview: Technologies have played an essential role in the study of space and in the emerging use of space environments. Our modern understanding of space has developed in conjunction with advances in techniques for viewing distant objects, for transmitting images and data through space, and for manned and unmanned space exploration. A study of space exploration provides an opportunity for students to examine how science and technology interact and to learn how one process augments the other. Students become aware that technologies developed to meet the challenges of space are applied to new purposes.

2. Identify problems in developing technologies for space exploration, describe technologies developed for life in space, and explain the scientific principles involved
• analyze space environments, and identify challenges that must be met in developing life-supporting systems (e.g., analyze implications of variations in gravity, temperature, availability of water, atmospheric pressure and atmospheric composition)

• describe technologies for life-support systems, and interpret the scientific principles on which they are based (e.g., investigate systems that involve the recycling of water and air)

• describe technologies for space transport, and interpret the scientific principles involved (e.g., describe the development of multistage rockets, shuttles and space stations; build a model vehicle to explore a planet or moon)

• identify materials and processes developed to meet needs in space, and identify related applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels)

• describe the development of artificial satellites, and explain the major purposes for which they are used (e.g., communication, GPS—global positioning system, weather observation)

Activity: Mission Moon

This activity would also fit into the Grade 9 Space Exploration Unit. The outcomes addressed are below. I would use this activity as a springboard to further research and investigations. For the grade 9 level it is better used as an introduction activity – they could investigate their chosen site further and choose a specific site for landing.

Skill Outcomes (focus on problem solving)

Initiating and Planning

Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• identify practical problems


Performing and Recording

Students will:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
• research information relevant to a given problem
• select and integrate information from various print and electronic sources or from several parts of the same source
• organize data, using a format that is appropriate to the task or experiment

Communication and Teamwork

Students will:
Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
• receive, understand and act on the ideas of others
• work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
• defend a given position on an issue or problem, based on their findings (e.g., conduct appropriate research to justify their position on the economic costs or benefits of space exploration)

Activity: Build A Base

This activity is similar to the two above – it really depends on the teacher and how much time they want their class to spend on it. The outcomes reached are also reflected below. I would have the students complete the base construction on their own. It would be interesting to see the many designs. The designs could then be showcased for the whole school or have a parent night where they get to see all of the designs.

2. Identify problems in developing technologies for space exploration, describe technologies developed for life in space, and explain the scientific principles involved
• analyze space environments, and identify challenges that must be met in developing life-supporting systems (e.g., analyze implications of variations in gravity, temperature, availability of water, atmospheric pressure and atmospheric composition)

• describe technologies for life-support systems, and interpret the scientific principles on which they are based (e.g., investigate systems that involve the recycling of water and air)

• describe technologies for space transport, and interpret the scientific principles involved (e.g., describe the development of multistage rockets, shuttles and space stations; build a model vehicle to explore a planet or moon)

• identify materials and processes developed to meet needs in space, and identify related applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels)

Transmission #31 from Tycho (Lunar Learnings)

"Whenever I found out anything remarkable, I have thought it my duty to put down my discovery on paper, so that all ingenious people might be informed thereof." Antonie van Leeuwenhoek - Dutch Biologist

Phase of the Moon today: Waxing Crescent

Above is a picture of the bulletin board in my classroom, as a teacher I enjoy sharing what I learn with my students. The quote above describes some of my feelings about the Geology of the Moon course I have just completed: "remarkable." I have gone from someone not knowing very much about the Moon to someone that can describe and explain the many geological processes that have helped form it. I could explain to my students why the Moon phases occur, and the movement of the terminator. I now know that we see more than 50% of the lunar surface due to librations. I can discuss how the Moon has become tidally locked to the Earth the reason being the systems gravitational force is unbalanced due to the Earth and Moon not having a constant diameter. I could show a picture of the Moon and describe how certain features, lunar mare and craters have formed and why we see them. I can give a synapsis of the different moon formation theories and provide the pros and cons of them all. I could make a strong case for why the big impact theory is the most commonly accepted theory amongst lunar scientists. I can describe the mechanism for the formation of the two types of impact craters: simple and complex. I can explain what happens at the contact stage, the excavation stage and modification stage and why this process is an important process in interpreting solar system evolution. The lunar cataclysm is know an event that can be used to describe lunar history and how it relates to Earth's impact database. Regolith was a foreign word to me nine weeks ago but it no longer is. Lava channels, volcanic domes, pahoehoe flow are all terms that also helped shape the Moon's surface. Explaining their formation and function with those found on Earth is now possible. A comparison of the lunar rock cycle and Earth's rock cycle can now be made. I am familiar with the many different moon missions i.e. Apollo, Chandrayaan-1, LCROSS, Clementine and LRO. I was able to see via NASA TV the collision of a 'satellite' with the Caebus crater on the Moon. I can share my knowledge of how an ALTA spectrometer works and how we can use it to identify different rock samples. I have knowledge to assist in picking a suitable site for a lunar base and many other bits of info not mentioned here. I have many different activities I want to share with other science teachers through my website. And most importantly I have a new found love for this beautiful object in our night sky that we call the MOON.

signing off...

kb

Transmission #30 From Tycho (Moon Map Missions)

"You’ll learn more about a road by traveling it than be consulting all the maps in the world.” - author unknown

Phase of the Moon Today: Waning Crescent 9%

The following post are descriptions of the various Moon Map Missions as described in this week's Powerpoint presentation.

The Clementine Mission
(Department of Defense and NASA) provided a more comprehensive and higher resolution view of our Moon than ever before between January and June 1994. Spectrometers measured reflected light in eleven wavelength bands from within ultraviolet to the near infrared (415 to 2800 nanometers). The spectral signatures allowed scientists to map the broad distribution of lunar rock types and soils, resolving the surface at a scale as small as 300 feet (100 meters). Clementine identified by compositional differences using different spectral signatures for the largest impact basin on the Moon — and the biggest hole in our solar system — South Pole Aitken Basin. They located regions near the lunar south pole that may be in permanent shadow, and therefore permanently cold, creating the ideal environment for water ice deposits to form. Most of the images that follow were collected by the Clementine spacecraft instruments.

Lunar Prospector
Followed Clementine, collecting spectral data to identify potential resources in the lunar crust, including minerals, water ice, and certain gases. It carried a Gamma Ray Spectrometer. Gamma radiation is not reflected radiation, it is emitted from the decay of radioactive elements or from elements bombarded by high energy solar radiation. Each element emits gamma rays at a characteristic energy or wavelength. The Gamma Ray Spectrometer mapped the abundances of ten elements on the lunar surface. Some of these, such as iron, oxygen, aluminum, silicon, and titanium, are important resources for future habitation. Data collected by other spectrometers aboard suggested the presence of hydrogen, possibly related to ice, in permanently shadowed polar regions.

The European Space Agency's Small Missions for Advanced Research in Technology
(SMART-1) spacecraft included several spectrometers to characterize the chemical composition and geological history of the Moon. The mission concentrated on identifying compositional changes associated with impact craters and analyzing the lunar interior excavated by the impactors.

The Japan Aerospace Exploration Agency's Kaguya
Carries X-ray and gamma-ray spectrometers that will provide information about the major elements in the lunar crust to help scientists understand how the crust formed.

Chang'e 1
Part of the China National Space Administration's lunar program, is flying an imaging spectrometer, as well as X-ray and gamma-ray spectrometers, to help constrain the compositions of the lunar surface.
signing off
kb

Transmission #29 From Tycho (Water on the Moon!)

"Water, water, everywhere,
And all the boards did shrink;
Water, water, everywhere,
Nor any drop to drink." - Samuel Taylor Coleridge from The Rime of The Ancient Mariner


Phase of the Moon Today: Waning Crescent 15% of Full

The Rime of The Ancient Mariner is a poem that most people have heard before. It tells the story of a sea voyage of a mariner and his crew. Along the way they face many adversities one being the torment of their thirst that they can't quench. With the latest news from NASA's LCROSS mission (See transmission #5) it made me think of this quote and the implications of finding water on the Moon.

According to various news sources, they have found 25 gallons of water in the plume that was kicked up in the impact plume. On October 9th, NASA collided two "projectiles" into the Cabeus crater, one after the other in order to collect data form the resulting debris. The first "projectile" caused debris to uprise and the second collected data about the composition of this plume. Some of the data has now been analysed and according to the mission leader there was a "significant amount" of water discovered.

The discovery of this water source has sparked new interest in the Moon and the possibility of a lunar base closer to a reality. The reason this discovery is so important is that it would supply drinking water to a base and it is a key ingredient for rocket fuel that can be used to explore further into space. This discovery may also provide more information on the Moon's formation, the formation of the Earth and other solar systems' secrets.

To be honest I'm a little surprised that it took us this long to discover water on the Moon.
signing off....
kb

Transmission #28 From Tycho (M3 Mapper)

"The volume of data collected from Chandrayaan-I is phenomenal. Our computers in ISRO and NASA are filled up with information. It may take six months to three years to analyse it." - G Madhavan Nair ISRO chairman


Phase of the Moon Today: Waning Crescent 23% of Full

The Moon Mineralogy Mapper is an instrument aboard the Chandrayaan-1 lunar probe. It's mission is to map the luanr surface through high resolution spectral analysis. This will enable scientists to (hopefully?) answer questions regarding the Moon's origin and evolution.

The picture attached is one of the images produced by this spectrometer and it clearly shows water signatures at the poles of the Moon - where there is water - there is a potential for life - and potential for a lunar base. We'll just have to wait and see.
Here is a link to a book on the history of the Chandrayaan-1 mission
signing off
kb

Transmission #27 From Tycho (Reflectance spectroscopy)

"But still try, for who knows what is possible…" - Michael Faraday

Phase of the Moon today: Waning Crescent 35% of Full

Because of the work on Faraday and Maxell and their connections of electricity to magnetism allowed the understanding of EMR - electromagnetic radiation - with this understanding comes technology to study this phenomenon - one type being the spectrometer.

Using an ALTA spectrometer allows us to identify different rock types by allowing us to measure different wavelengths of EMR (electromagnetic radiation) that reflect off the surface of a rock or other sample. By ‘shining’ light of a specific wavelength on the surface of a rock and measuring the wavelength that has been reflected we can plot light as a function of the wavelength to create a rock spectra curve or graph. This curve allows us to compare samples to known samples or other tested samples and from that we can deduce their composition.

The reason this happens is that the rock samples contain materials within that have a defined chemical composition and atomic structure. This material essentially has its own ‘fingerprint’ that can be compared to known samples. When a photon of light hits the surface of the sample the energy of this photon must be conserved according to the principle of conservation of energy. The incoming light is ‘broken up’ into reflected light and absorbed. The ALTA spectrometer allows us to measure this reflected portion of light using a photo detector within the apparatus. The ALTA spectrometer is technically a multiband photometer since it has a limited spectral range (visible to infrared) and senses the reflected light with a silicon photodiode. This diode is connected to a circuit that allows the digitization of the reflectance of light in tenths of a millivolt. This number provides us with a quantitative number to allow us to create a rock spectra described above which allows the identification of rock types.

signing off

kb

Transmission #26 From Tycho (Rock cycles)

Quote - Jack Shmitt - first geologist on the Moon

Phase of the Moon Today: Third Quarter 47% of Full

Class Moon Activities Week 7

Electromagnetic radiation and spectroscopy are the focus of this week's activities.

Introduction to ALTA

Lesson 1 ALTA
This activity would make a great pre-assessment for Grade 8 – Unit C Light and Optical Systems or Physics 30 Unit C Electromagnetic Radiation.

Grade 8 – Light and Optical Systems Unit C

2. Investigate the transmission of light, and describe its behaviour using a geometric ray model
• investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam)
• investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils)

Physics 30 – Electromagnetic Radiation Unit C
Knowledge outcomes
30–C1.6k describe, quantitatively and qualitatively, the phenomena of reflection and refraction, including total internal reflection
30–C1.8k describe, qualitatively, diffraction, interference and polarization

This too would make a great exercise at the beginning of the Unit C for Physics 30. Students could complete this individually then as a class they could create a ‘poster ‘to be hung up in the classroom and added/revised/changed as we went through the unit.

Knowledge outcome
30–C1.2k compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength

M3 Introduction /M3 Module 1

This can be used in Grade 4 Unit D

General Learner Expectations
Students will:
4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.
11. Recognize that light can be broken into colours and that different colours of light can be combined to form a new colour.

It could also be used in Grade 8 Unit C

Students will:
1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry
in developing our current knowledge
• identify challenges in explaining the nature of light and vision (e.g., recognize that past explanations for vision involved conflicting ideas about the interaction of eyes and objects viewed)

Activity B – Making Observations of Spectra

This can be used in Grade 4 Unit D
We can include the diffraction grating as a device to be used.

12. Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their general structure. Suggested examples include: hand lens,telescope, microscope, pinhole camera, lightsensitive paper, camera, kaleidoscope.
Students meeting this expectation will be able to provide practical descriptions of the operation of such devices, but are not required to provide theoretical explanations of how the devices work.

This can also be used for Physics 30 Unit C

30–C1.12k compare and contrast the visible spectra produced by diffraction gratings and triangular
prisms.

Activity C – Introduction to the ALTA Spectrometers and Activity D – Spectrometers in Action

These final two activities from Module 1 would make a great discussion for the following outcome in Grade 8 Science Unit C

3. Investigate and explain the science of image formation and vision, and interpret related technologies
• investigate and interpret emerging technologies for storing and transmitting images in digital form (e.g., digital cameras, infrared imaging, remote imaging technologies)

Conduct investigations into the relationships between and among observations, and gather and record
qualitative and quantitative data
use instruments effectively and accurately for collecting data
organize data, using a format that is appropriate to the task or experiment

It would also make an excellent fit in Grade 9 Science Unit C – Space Exploration

1. Investigate and describe ways that human understanding of Earth and space has depended on technological development
• investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space

3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
• describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing

M3 Module 2

Activity A: Observing the Moon and Activity B: Remote Analysis of the Moon

The following are all outcomes for the Grade 9 Science Unit C – Space Exploration and by completing the above activities each outcome would be addressed.

1. Investigate and describe ways that human understanding of Earth and space has depended on
technological development
• investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space
• identify evidence for, and describe characteristics of, bodies that make up the solar system; and
compare their composition and characteristics with those of Earth



3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
• describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing

Skill Outcomes (focus on problem solving)
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data)


M3 Module 3


This activity couldn’t be more suited for the following outcome in Grade 9 Science Unit C – Space Exploration.

Skill Outcomes (focus on problem solving)
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data)

Class Moon Activities Week 5

Week 5 was all about volcanism and how it helped shape and evolved on the lunar surface throughout history. Here are the weekly activities for this week.

Gelatin volcanoes/Gelatin volcanoes -student sheet

This activity fits well in Grade 7 Unit E: Planet Earth
Outcomes for Science, Technology and Society (STS) and Knowledge
Students will:
1. Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials
• investigate and interpret evidence that Earth’s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)
• interpret models that show a layered structure for Earth’s interior; and describe, in general terms, evidence for such models
• identify and explain the purpose of different tools and techniques used in the study of Earth (e.g., describe and explain the use of seismographs and coring drills, as well as tools and techniques for the close examination of rocks; describe methods used in oil and gas exploration)
2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks
• describe characteristics of the three main classes of rocks—igneous, sedimentary and metamorphic—and describe evidence of their formation (e.g., describe evidence of igneous rock formation, based on the study of rocks found in and around volcanoes)

Lava layering

This activity can be used in either the Grade 7 Unit E: Planet Earth or Grade 8 Unit A: Mix and Flow in Matter
Grade 7 Outcomes:
Outcomes for Science, Technology and Society (STS) and Knowledge
Students will:
1. Describe and demonstrate methods used in the scientific study of Earth and in observing and
interpreting its component materials
• investigate and interpret evidence that Earth’s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)
• interpret models that show a layered structure for Earth’s interior; and describe, in general terms, evidence for such models

Analyzing and Interpreting
Students will:
Analyze qualitative and quantitative data, and develop and assess possible explanations
• predict the value of a variable, by interpolating or extrapolating from data (e.g., determine
the quantity of sediment carried over a half-hour period, then extrapolate the amount that would be carried if the time were extended to a day, month, year or millennium)
Performing and Recording
Students will:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
• carry out procedures, controlling the major variables
• estimate measurements (e.g., estimate the thickness of sedimentary layers)

Grade 8 Outcomes
Investigate and compare the properties of gases and liquids; and relate variations in their viscosity, density, buoyancy and compressibility to the particle model of matter
• investigate and compare fluids, based on their viscosity and flow rate, and describe the effects of temperature change on liquid flow
Performing and Recording
Students will:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
• carry out procedures, controlling the major variables (e.g., carry out a test of the viscosity of different fluids)

Students could change and test the viscosity of different types of lava and how that changes the formation of layers.

Another way this could be used is to estimate/measure and calculate the surface area of each lava layer. This idea of surface area calculations would fit in the Grade 9 Math program of studies.

Class Moon Activities Week 4

This week's activities centered around impact craters and the lunar regolith and how it is made.

Impact cratering

This activity fits in Science 10 Unit B: Energy Flow in Technological Systems (Science and Technology Emphasis).
Students will explain and apply concepts used in theoretical and practical measures of energy in mechanical systems. More specifically quantify kinetic energy using Ek = 1/2 mv2 and relate this concept to energy conservation in transformations as is the case with this activity. As for any modification I would have them calculate the impact velocities before beginning the activity.

Lunar regolith

This has a great fit for Science 7 Unit E: Planet Earth (Nature of Science Emphasis).
Here are some focussing questions that can be asked of the students before embarking on this unit.
Focusing Questions: What do we know about Earth—about its surface and what lies below? What evidence do we have, and how do we use this evidence in developing an understanding of Earth and its changes?
Outcomes for Science, Technology and Society (STS) and Knowledge
Students will:
2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks
• describe local rocks and sediments, and interpret ways they may have formed
• investigate and interpret examples of weathering, erosion and sedimentation

Balloon craters

This would fit in the Science 9 Unit E: Space Exploration (Science and Technology Emphasis).
Skill Outcomes (focus on problem solving)
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g. develop a hypothesis about the geologic history of a planet or its moon, based on recent data)Show them pictures or have them research craters.

Performing and Recording
Students will:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
• research information relevant to a given problem
• select and integrate information from various print and electronic sources or from several parts of the same source
• organize data, using a format that is appropriate to the task or experiment

Analyzing and Interpreting
Students will:
Analyze qualitative and quantitative data, and develop and assess possible explanations
• identify new questions and problems that arise from what was learned (e.g., “How old are the planets, and how did they form?”)

Transmission #25 from Tycho (Lunar rocks)

"Well, I built my rocket and we'll have a race

We'll be the first to rock into outer space

I wanna rock on the moon, a-rock, rock, rock

Well, rock on the moon, a-rock, rock, rock

We'll rock on the moon, brother, rock and roll tonight"

- The Cramps

Phase of the Moon Today: Waning Gibbous 78% of Full

There are three types of rock found on the Moon.

This first type are the lunar mare basalts. These formed by the lava solidifying to form these volcanic igneous rocks. The lava's origin was generated by shock induced heating associated with a series of gigantic meteor impact events that formed mare basins.

The second type are the plutonic igneous rocks of the Moon. These rock constitute most of the lunar highlands and are original crystal rocks. They are rich in feldspar and consist of anorthosite, norites and troctolites in different amounts. These rock show evidence of shock metamorphism due to a long history of meteor impacts on the Mon's surface. They also show a brecciated texture which is a diaplectic glass formed by shock melt of feldspar.

The third type are lunar impact breccia. These are the most common types of rocks on the Moon. the are made from the debris of many meteor impacts. They are formed when fragments of shattered rock, either smashed together by collision or sintered together by the heat of a collision or cemented together by infiltrating impact melt.

signing off

KB

Transmission #24 from Tycho (Tides)

"Tide and time wait for no man." - proverb

Phase of the Moon Today: Waning Gibbous 98% of Full

Today I was discussing the tides, and how the Moon effects the tides on Earth in my Physics 20 class. We are currently discussing Newton's laws and the force of gravity. We are also looking at gravitational fields and how they are calculated .

Essentially tides are the rise and fall of sea levels due to the effects of the gravitational force exerted on the Earth due to the Moon. Most coastal area experience two high periods and two low tidal periods. This is becasue the point right "under" the Moon, the water is at its closest to the Moon, thus experiences a stronger force causing it to rise. On the opposite side of the Earth, the water is at its farthest fromthe Moon so it is pulled less.

One question that was asked in our class was whether the moon can affect water in our body? I'll have to look into that.

signing up...

kb

Transmission #23 from Tycho (Volcanism)

"What time does the volcano erupt?" Tourist on Mt. Etna 2000

Phase of the Moon Today: Full Moon

Well, if we were on the Moon about 4 billion years ago.

Transmision #22 From Tycho (Samhain)

"Just before the death of flowers,

And before they are buried in the snow,

There comes a festival season,

When nature is all aglow."

Unknown

Phase of the Moon Today: Waxing Gibbous 99% of Full - Almost a full moon - many people think it is a full moon

Samhain - roughly translated summer's end - a harvest festival held on October 31 - November 1 to mark the end of the harvest. It ends the 'lighter half' of the season and ushers in the 'darker half'. There is a realtionship to the festival of the dead because many people see nature dying around them.

As the picture suggests, bonfires play a major role in this festival. Farmers would walk with their livestock between two bonfires as a cleansing ritual. It was a gaelic holiday and the Gaels believed that the border between this world and the 'otherworld' became thin on this day. The custom of wearing costumes was an attempt to copy the spirits and placate them. Today we call this Halloween - another commercialized holiday that has lost its meaning.

What does this have to do with the Moon - not much but it sure is scarier on a full moon (or close to full moon)

signing off

kb...

Transmission #21 From Tycho (Misconception revealed)

"Errors, like straws, upon the surface flow; He who would search or pearls must dive below." - John Dryden

Phase of the Moon Today: Waxing Gibbous 97% of Full - cloudy tonight couldn't see the Moon

I completed the impact crater activity in my Science 10 class today. I related it to the kinetic energy topic we have been dealing with in class. I showed my class the impact crater Powerpoint we received in this course. The students were interested in the topic and had many questions about the Moon.

One student posed this question "Since the Moon has no atmosphere, if you walked around the Moon would you fall off?"

Shockingly an interesting correlation - does the atmosphere have any relationship to gravity? Well of course not - I was a little puzzled that they had made this connection especially being a Sr. high student. It just goes to show that it really doesn't matter how old you are many people still have many misconceptions about science and how things work. i guess that's why I signed up for this 'teaching' gig to bust the myths and misconceptions.
signing off
kb

Transmission #20 from Tycho (Wed)

Phase of the Moon Today: Waxing Gibbous 85% of Full

Transmission #19 from Tycho (Crater Formation)

"How's bout them holes in the moon.
When it orbits low, we can reach up to
harvest the cheese, and retrieve,
all our things back from them holes."

by That 1 Guy

Phase of the Moon Today: Waxing Gibbous 60% of Full. I saw the Moon again today as well as yesterday.

Impact craters can be divided into two categories: simple and complex. The formation of these craters is characterized by three distinct stages that include contact and compression, excavation and modification. The first stage is when the projectile makes contact with the ground surface to about half its diameter. The kinetic energy of this projectile is transferred to the surface and converted into shockwaves radiating outward into the planetary body. The projectile becomes compressed and some of the shockwaves make their way to the rear of the projectile. Once this happens it will be reflected as a rarefaction transforming the projectile into melt and vapour. The vapourized portion may expand out of the crater and the melt may be mixed into the breccias below.
The second stage, excavation, is characterized by the impact crater opening up. As some of the shockwaves travel upward their energy is converted into kinetic energy. This kinetic energy exceeds the mechanical strength of the target rocks and ejects fragments into the atmosphere. The movements of these rocks create a bowl-shaped depression called a transient crater. The area under the impact site has material that continues to be driven downward and outward.
The final stage is the modification stage. This stage begins when the transient crater has grown to its maximum size and the shockwaves no longer play a role in crater formation. The crater is modified by gravitational forces and rock mechanics. Once all of the remaining material falls and stops the stage is complete.

Complex crater formation follows the same stages as the simple crater but with some noted differences. This includes the uplift that occurs at the end of the excavation stage to begin the modification stage. This is characterized by the deep seated rocks beneath the center of the transient crater forming a central uplift. This process is accompanied by the peripheral material collapsing and draping the original uplifted rocks. As the modification stage ends a central uplift is present and surrounded by a terraced rim.

signing off

kb

Transmission #18 from Tycho (Common Heritage of Humankind)

"God himself says 'speaking through the voice of nature' inasmuch as it is not His will to have Nature supply every place with all the necessaries of life, He ordains that some nations excel in one art and others in another. ... So by the decree of divine justice it was brought about that one people should supply the needs of another.
Those therefore who deny this law, destroy this most praiseworthy bond of human fellowship, remove the opportunities for doing mutual service, in a word do violence to Nature herself. For do not the oceans, navigable in every direction, with which God has encompassed all the earth, and the regular and the occasional winds which blow now from one quarter and now from another offer sufficient proof that Nature has given to all peoples a right of access to all other peoples." - Hugo Grotius

Phase of the Moon Today: Waxing Crescent 40% of Full - the clouds are back in town

The quote above comes from the book Mare Liberum by Hugo Grotius a 17th century legal scholar. He was the first person I know of that described the Common Heritage principle to the Sea and I think it can be related now to the Moon. The Moon Treaty created in 1979 "is an international treaty that turns jurisdiction of all heavenly bodies (including the orbits around such bodies) over to the international community." This Common Heritage of Humankind has been discussed lately in our class discussions and one piece of this 'legislation' that caught my attention was that a small number of countries have signed and ratified this treaty. Therefore it really is a failure of international law and another failure of the UN since those countries that have not signed it do not abide by it.
Another piece of interest that stood out was that it "bans altering the environment of celestial bodies and requires that states must take measures to prevent accidental contamination." After the LCROSS impact mission blatantly violates this article I ask the question, is anyone bothered by this impact? What gives us the right to do this to the Moon? Should we have an international protection agency for the Moon? Lunar Protectors?
..I think so...
signing off...
kb

Transmission #17 from Tycho (Impacts)

On impacts
"the most fundamental process on the terrestial planet" - Eugene and Carolyn Shoemaker

Phase of the Moon Today: 7:00pm Hip hip hooray, it is a beautiful night and I see the moon perfectly outside my balcony looks like a Waxing Crescent.

The more I learn and read about the Moon the more I appreciate it. I researched crater formation today and looked at why this process is important. Impact craters allow us to investigate the history of the planetary surface. It can be used as a clock for estimating ages of the surface, ie the more impacts the older the surface. It can provide information on the physical properties of near-surface rocks without having to retrieve samples. They can also be used as marker fossils as evidence/clues to other previous geological processes such as erosion, sedimentation or lava flooding.

There are two main types of crater formed on the lunar surface: Simple craters and Complex craters. The simple craters are characterised by a bowl-shaped depression on the planetary surface and is caused by a smaller projectile. As the projectile hits the surface geologic material is ejected into the air as the compression wave moves through the mantle. The ejecta is essentially excavated from the surface and falls back to the ground blanketing the surface in debris. The impact causes the bedrock to become fractured and the layer above to either melt or form breccia leaving behind a crater.

The complex crater results from greatrer impact energy due to a larger projectile. The rock debris crushed in the compression stage beneath a crater moves like a viscous fluid. This occurs due to the strong impact pressure wave passing through it. This 'fluidized' region allows the walls to fow or collapse inward toward the center of the cavity. The moving material converges in the midle and pushes the rocks up forming the central peak.

Pretty interesting stuff...

kb

Transmision #16 From Tycho (Lunar Prospector Magnetometer)

“Magnetism is one of the Six Fundamental Forces of the Universe, with the other five being Gravity, Duct Tape, Whining, Remote Control, and The Force That Pulls Dogs Toward The Groins Of Strangers.” - Dave Barry

Phase of the Moon Today: Waxing Crescent 23% of Full

This post discusses the Magnetometer Data from the Lunar Prospector mission. The mission was designed to measure the magnetic field surrounding the spacecraft as it orbited the Moon. It was positioned to detect disturbances in Earth's magnetic field due to the presence of the Moon. The data collected was to allow scientists to estimate the induced field generated in the Moon. They determined the amplitude of the field to be -2.4 x 10^22 Gauss-cm^3. This suggests that the lunar core represents only 1-3% of the Moon's total mass. This measurement helps support the giant impact hypothesis since if the Earth and Moon were formed together form the same material (i.e. co-accretion model) then the proportion of the cores should be the same - which they are not-Earth's 33%, Moon 1-3%.

My initial reaction to this article was that this would be an interesting article to discuss with my Physics 30 class. I am also trying to work on an exam question related to the induction of the Moon or the induced voltage that would be generated in the spacecraft's boom. According to Lenz's law the magnetic field on Earth should generate a voltage according to the equation V = lvB where V = voltage, l - length of boom (m), v - speed of boom (spacecraft) in field (m/s) and B = magnetic field strength of Earth. When I get it done I'll post it here.

signing off

kb

Transmision #15 From Tycho (Music and Learning)

"Music is the electric soil in which the spirit lives, thinks and invents." - Ludwig van Beethoven

Phase of the Moon Today: Waxing Crescent 16% of Full; very eerie day today, foggy and misty all day, no moon observed

Beethoven is probably one of the most recognized composers of all time. His story is an interesting one in that he lost his hearing yet continued to compose, conduct and perform. And the quote above can really be applied to education and learning. We have been discussing various musical choices and songs to be used for science education. This spawned from an earlier discussion on 'space junk' which happened to make me recall a song by Jello Biafra and NOMEANSNO - The Sky is Falling and I Want My Mommy; a song about the possibility and inevitability of falling space junk (see Transmission #8). This discussion lead me to further probe the use of music in the classroom and how it can enhance learning.

According to Chris Brewer (1995) music enhances our learning and living. Most people are constantly engaged by music in their personal lives but why is it that when we go to work or school we shut this stimuli off?

We know that music achieves many of the following:

• establishes a positive state
• energizes students
• focuses concentration
• enhances creativity
• motivates
• engages

A teacher out of the UK, Caroline Molyneux saw the potential of music has embraced it her classroom and uses it to kick start her lessons and gets students engaged in their learning. Here is the article that describes her story: Using music in the science classroom.

What she accomplished was quite amazing. She began by playing a music selection along with the school's thought of the day. Soon the students were interested to hear the selection and in turn thinking about the thought of the day, something that didn't happen before. An otherwise boring start to the day from the student's standpoint became an exciting and eager event for the student.

She carried this practice to her science lessons and tried to find songs that linked the day's lesson with the particular song selection - it provided the needed attention grab to get students interested in the day's lesson. It also got the students thinking critically about the lesson and how the song fit.

After reading this article it inspired me to find songs for my class and try to incorporate them to engage students. Here are some songs that I found that may work in my high school science classes:

Artist/Song

Bad Religion - Big Bang - this song discusses the contrast between the Big Bang Theory and Big Crunch Theory - wold work well for Physics

Bad Religion - Kyoto Now - this song discusses the need for the Kyoto Agreement and how it will affect our lives - very applicable to many science classes

Crass - Nagasaki Nightmare - this song deals with the aftermath of the Nagasaki atomic bomb and its after effects

These are just a few I could think of. Below is a link to songs with Moon themes involved.

Here is a link to a website that has the lyrics to songs about the Moon: Moon songs and lyrics

signing off..

kb

Transmision #14 From Tycho (Fission)

"Too bad you can't buy a voodoo globe so you can make the Earht spin real fast and freak everybody out." - Jack Handy

Phase of the Moon Today: Waxing Crescent 9% of Full - cloudy yet again, it's getting quite disappointing not being able to see the Moon - I've taken it for granted

The Fission Theory: This theory proposes that the Moon was once part of the Earth and somehow separated from the Earth early in the history of the solar system. The present Pacific Ocean basin is the most popular site for the part of the Earth from which the Moon came. This theory was thought possible since the Moon's composition resembles that of the Earth's mantle and a rapidly spinning Earth could have cast off the Moon from its outer layers. However, the present-day Earth-Moon system should contain "fossil evidence" of this rapid spin and it does not. Also, this hypothesis does not have a natural explanation for the extra baking the lunar material has received.

The possiblity that the Earth was able to spin that fast to create the Moon is (I think) a physical impossibilty. I prefer the giant impact theory.

signing off ..

kb

Transmission #13 From Tycho (Misinformation)

"Skeptical scrutiny is the means, in both science and religion, by which deep thoughts can be winnowed from deep nonsense." - Carl Sagan

Phase of the Moon Today: Waxing Crescent 3% - cloudy no Moon observing today

It is amazing to hear all the stories of students "taking the media as gospels." Why is it that students or anyone for that matter, don't question what they see, read or hear anymore? With so much information available at our fingertips (keyboard) ie. Internet it is disheartening to see this generation willing to accept all that mass media is pushing on us. Do students not understand that these corporate media conglomerates have their own agenda? I'm reminded about the old cliche: Knowledge is power, arm yourself - but we need to be careful as to where our knowledge comes from. Are the textbooks right? Who was the publisher and do they have an agenda of their own? How many rural schools have teachers that are not science majors teaching science? What if they are teaching it wrong? Where doe sthe cycle end? I think current teaching practices need to change - instead of "feeding" information to our students we need to force them to "find" this information on their own....force them to think...

Here is an interesting and humourous link to common misconceptions of students and people alike: Misconceptions

Signing Off...

kb

Class Moon activities - Week 3

Here are Week 3 Activities and their fit into science curicula.

Accretion
This activity would make an excellent fit in the Forces and Fields unit form Physics 30 as an introduction to electrical forces. The specific outcomes that address Activity B: ZAP Electrostatic Small Particle Accretion are below:
30–B1.2k explain electrical interactions in terms of the repulsion and attraction of charges
30–B1.3k compare the methods of transferring charge (conduction and induction)
30–B1.4k explain, qualitatively, the distribution of charge on the surfaces of conductors and insulators
Activity C: CRUNCH! Accretion of Chodrules and Chondrites would have a better fit in Physics 20 Unit B: Dynamics when discussing gravity and its effects on celestial bodies. The specific outcomes below would be addressed by this activity:
20–B2.1k identify the gravitational force as one of the fundamental forces in nature
20–B2.4k define the term “field” as a concept that replaces “action at a distance” and apply the concept to describe gravitational effects
20–B2.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations

Differentiation

The outcomes below were taken from Unit E of the Grade 7 science curriculum. You can compare the differentiation of the meteorites to that of Earth. This can be done using an inquiry approach, which would address the skills outcomes outlined below. Examples of questions students could ask are also provided.

STS Outcomes
Students will describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials
· interpret models that show a layered structure for Earth’s interior; and describe, in general terms,
evidence for such models
· explain the need for common terminology and conventions in describing rocks and minerals, and
apply suitable terms and conventions in describing sample materials

Skill Outcomes (focus on scientific inquiry)
Students will ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• identify questions to investigate (e.g., How are meteorites formed?)
• define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)
• state a prediction and a hypothesis based on background information or an observed pattern of events
• formulate operational definitions of major variables and other aspects of their investigations (e.g., define hardness by reference to a set of mineral samples,

signing off..
kb

Transmission #12 From Tycho (Impact theory)

"Don't become a mere recorder of facts, but try to penetrate the mystery of their origin." Ivan Pavlov

Phase of the Moon today: Waxing Crescent 1% of Full - cloudy again :(

There are four theories on how the Moon formed. These include the Big Impact theory, capture theory, co-accretion theory and fusion theory. They all have their arguments for and against but if we look closely at the data, I think it is overwhelming in favour of the Impact theory. This theory has much support such as:

• it accounts for the large angular momentum of the Earth and Moon system



• explains the 23.5 degree tilt off the elliptical plane



• explains the reduced density of the Moon



• explains its tiny core



• explains the lack of volatile elements



• explains the presence of the magma ocean



• and of all the theories seems the most probable

It is the most widely accepted theory and the data seems to fit. I will continue to research these theories and report back in a later post.

Signing Off...

kb

Transmission #11 From Tycho (Illusions)

"I'm havin' illusions, I'm havin' illusions, drivin' me mad inside

I'm havin' illusions, I'm havin' illusions, @#$%^& me up in my mind."

-by Cypress Hill

Phase of the Moon Today: Waning Crescent 2%of Full - Hooray I actually saw the Moon this morning at 7:30 am clouds have lifted and it's warming up.

Here is a neat photo gallery of how the Moon's apparent size changes as it orbits the Earth . They are pictures taken from May 2005 - December 2006 of all the full moons during this period, really neat. We have been discussing Moon illusions and one that came up was how the Moon appears larger as it is when it is near the horizon. Why does this happen? It occurs because our brains are looking at it in relation to the background objects, giving it the illusion of looking bigger. If we elimintate the surroundings its apparent size reduces. See here: Illusion
This is an optical illusion I regularly discuss in Biology 30 class that relates to this phenomenon.

Signing Out..
KB

Transmission #10 from Tycho (Transylvanian Effect)

"I don't know if there are men on the moon, but if there are they must be using the Earth as their lunatic asylum." George Bernard Shaw

Phase of the Moon Today: Waning Crescent 2% of Full, cloudy again no visible moon :(

Many people believe that the phase of the Moon has an influence on human behaviour. The academic term for this is the transylvanian effect. Many health care profesionals claim that their work area is busier during this time and the patients have a noted change in behaviour. According to the article Madness and the Moon: The Lunar Cycle and Psychopathology this is not consistent with the evidence collected from various studies around the world. Of six studies on the relation of suicide and lunar cycles five failed to find a positive correlation between the two. I am a sceptic an ddo not believe that there is a connection, I believe it is just an old wives tale and the research seems to prove it.

Signing Off..
KB

Transmission #9 from Tycho (Hartmann)

"When I admire the wonder of a sunset or the beauty of the moon, my soul expands in worship of the Creator." Mahatma Gandhi

Phase of the Moon today:Waning Crescent 6% of Full - cloud cover once again I haven't seen the Moon in a while.

Inluded in this post today is some of the artwork of William K. Hartmann - one of the most important moon scientists today. His research ivolves origins of planets and is one of the founders of the modern big impact theory - the theory of how Earth's Moon formed. Enjoy some of his art. To view some more follow the link: William K. Hartmann art

Transmission #8 from Tycho (Space Junk)

The Sky Is Falling and I Want My Mommy (Falling Space Junk)

by Jello Biafra

Nuclear satellites
Thrown up in space
Will all burn out some day
Guess where they'll crash

We've been lucky so far
Every toy up there
Is another Chernobyl
Waiting to happen

Why?

Space shuttle blew up again
People drop dead
News says "DON'T WORRY"
Then the truth comes out

Since 1988
Every shuttle in space
Has carried 46
Pounds of plutonium

Why?
I don't know
I'm scared to care

Enough plutonium
That if it blows
The fallout cancer
Could kill 5 billion people

So now it's over
It's really over
Space junk in the street
Irradiated atmosphere

Fallout covers the earth
Greenhouse so hot we fry
Six months, maybe years
We all know we'll die

So - what matters now?
NOTHING matters now
Imagine what would happen
If everyone on earth
Realized this at once

Gonna go loot stores!
Piss anywhere!
Break into peoples houses
Play with their underwear
Strew all my prizes in the street
You can't take it with you
Nothing left to do
But go home
And bolt the doors

Why?

Let's curl up real close
And tell each other
All the things we still don't know
About our lives

Why?

Falling space junk in the streets
Radiation in the air
Nothing left that's safe to eat
The sky is melting
And I want my mommy.

Phase of the Moon today:Waning Crescent 13% of Full according to the internet, cloud cover again - checked 7pm, cold, -3 degrees

One of the discussions this week was regards to space junk orbiting the Earth. 120,000 pieces! Unbelievable. It reminded me of the song by NOMEANSNO with Jello Bifra seen above. What happens when this "junk" falls out of orbit and comes crashing down to Earth. Yes, I know most of the time it burns up in the atmosphere but what would happen if this didn't occur? Whose responsibilty is it too clean this up? Why do we destroy eveything we find?
Signing out
KB

Transmission #7 from Tycho (Origins)

"I'm sorry about the sun,

how could I know that you would burn?,

and I'm sorry about the moon,

how could I know that you'd disapprove,

and I'll never make the same mistake,

the next time I create the universe I'll make sure we communicate at length"

- from Better Off Dead by Brett Gurewitz

Phase of the Moon Today: Waning Crescent 21% of Full - according to the internet - unable to see the moon due to cloud cover, -5 today, snowing

After finding most of last week's activities not applicable to my classes I am excitited that the readings assigned this week "The Moon at its Core" by Linda Martel and "Origin of the Earth and Moon" by G. Jeffrey Taylor have many applications to the current Physics 30 curriculum. I am currently attempting to write a few questions pertaining to these articles.

Origin of the Earth and Moon article:

The article regarding the origin of the Moon may work well for a linear collision before the rotational efects take hold.

The Moon Core article:

The second article has applications for induction as the satellite travels through the magnetic field. It also has application Physics 20 when discussing the satellite orbital speed.

The two activities "assigned" this week also have some application in my classroom. The ZAP! activity can be used in Physics 30 as an introduction or application of electrostatics.

Signing Off..

KB

Transmission #6 from Tycho (Observations)

"Science is simply common sense at its best that is, rigidly accurate in observation, and merciless to fallcy in logic." Thomas Huxley

Phase of the Moon today: Waning Crescent 36% of Full - supposedly I didn't see the Moon today, too cloudy, snow is here and it's getting cold -5 today.

What I hate about lab activities is when students ask me the question: Is this supposed to happen? One of the main objectives in lab activities is to exercise their qualitative observational skills. They need to learn to use thee skills to formulate analysis and connections and realize that science doesn't always answer our questions.
We discussed in class today the sketching of the Moon phases and the use of the "internet" as opposed to going outside and observing the actual event. I have been guilty of not observing the Moon daily but have not been able to since the skies above have been filled with clouds due to the weather and snow moving in. From here on in I will note in my journal whether or not I used the internet to 'sketch' my Moon phase and what the weather was like outside - see above.

signing off
KB

Transmission #5 from Tycho (LCROSS)

"The most exciting phrase to hear in science, the one that heralds the most discoveries, is not "Eureka" but "That's funny..." - Isaac Asimov

Phase of the Moon Today: Third Quarter 45% of Full

The quote above is from the famous author Isaac Asimov who is best known for his science fiction books and articles. He wrote over 500 books in his lifetime the most popular belonging to the seven volume Foundation series. When I first heard of the LCROSS mission I thought this was something out of a science fiction novel. I did however think that it was extremely interesting and exciting and what great timing with me just starting my lunar geology course.

I woke up at 5:25am on Friday morning to watch NASA TV and catch the exciting culmination of the LCROSS impact. I wanted to try and watch the Moon outside but the weather has been lousy, so I watched the live feed from NASA. I have to admit, I should have stayed in bed. The images were not very dramatic and when the collision happened the screen went white. I'm not really sure what I was expecting but it was more than I saw. According to an article in the Edmonton Journal today, the debris plume that was thought to happen did not materialize and the "theatrics" that were expected failed to occur. When nothing happened to please the expectant audience I couldn't help but laugh a little ("that's funny") - although was a bit disappointed, no Eureka here.

Although the collision was a bust, NASA officials were confirming data collection from the satellite and it will be about 14 days before we get reports of what was found. What will be found? If they find more evidence for water does that mean a lunar base is viable/possible? It should be interesting, we'll just have to wait and see.

I showed the video (see link above) to my students in all my classes today. There was mixed reactions - "cool" , "that's it" , "why did they do that" it made for a great discussion and the interest was high. It's always great to use a current event to engage students - thanks YouTube!

Definitely a neat day in moon science.

Signing Off
KB

Class Moon activities - Week 2

As a part of our course we are discussing and evaluation lunar related activities. Below is an analysis of the activities so far and a link to them.



Activity – Sense(s) of Scale (100 yard Solar System/Oreos)
Grade 6 Sky Science Unit – Alberta Program of Studies
General Learning outcome
Students will:
6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Specific Learning outcome
12. Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.

Activity – Solar System Bracelet/Solar System Bracelet – Modified
Grade 9 Unit E: Space Exploration
General Outcome
Investigate and describe ways that human understanding of Earth and space has depended on technological development
Specific Outcome
describe, in general terms, the distribution of matter in star systems, galaxies, nebulae and the universe as a whole

This may be a little ‘elementary’ for grade 9 students but some may think it is neat. It’s a creative way to have them remember the order of the planets and the relative distances form each.

Activity – The Moon’s Density – What’s Inside
Grade 10 Applied Mathematics
General Outcome
Demonstrate an understanding of scale factors and their interrelationship with the dimensions of similar shapes and objects.
Specific Outcome
-Calculate the volume and surface area of a sphere, using formulas that are provided.

Activity – Beach/Basketball Planets and The Earth and Moon to Scale
Grade 10 Applied Mathematics
General Outcome
Demonstrate an understanding of scale factors and their interrelationship with the dimensions of similar shapes and objects.
Specific Outcome
1.6 Determine the relationships among linear scale factors, areas, surface areas and volumes of similar figures and objects.

These problems would work great at this level and provide the students with an interesting context in which to address the required outcome.

Activity – The Mass of the Moon
Physics 20 – Unit C Circular Motion
General Outcome
Students will explain that gravitational effects extend throughout the universe.
explain circular motion, using Newton’s laws of motion.
Specific Outcome
describe, qualitatively and quantitatively, Newton’s law of universal gravitation predict the mass of a celestial body from the orbital data of a satellite in uniform circular motion around the celestial body

This activity is not new to me and I have used this problem before and will continue to use it in the future. I would modify it by expecting my students to draw a free-body diagram when answering the problem.

Activity – Passport to the Moon
Science 9 – Unit E Space Exploration
General Outcome
Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
Specific Outcome
explain, in general terms, the operation of optical telescopes, including telescopes that are positioned in space environments

This activity could be used as an introduction activity that engaged the students interests in the technology available to study space related phenomena. It could be modified to use a telescope instead of a set of binoculars and their descriptive observations could be noted in a journal and shared with the class. A discussion can ensue that focuses on the technologies used and how our observations are better (usually) if the technology is improved.

Activity – Geometry of Golf Ball Phases and Eclipses and Golf Ball Phases and Embroidery hoop Eclipses
Science 9 – Unit E Space Exploration
General Outcome
Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Specific Outcome
Recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases.
Illustrate the phases of the Moon in drawings and by using improvised models. An improvised model might involve such things as a table lamp and a sponge ball.

Transmission #4 from Tycho (Water)

"If there is magic on this planet, it is contained in water."
LORAN EISELY, The Immense Journey, 1957

Phase of the Moon today: Waning Gibbous 78% Full

According to a Septemebr 25th article in the journal Science, evidence of water was discovered on the moon. The Lunar Reconnaissance Orbiter in conjunction with the Chandrayaan-1, India's first ever moon probe, detected wavelengths of light matching the hydrogen - oxygen bond.
The significance of such a find would make future lunar bases possible, acting as a potential source of drinking water and fuel. This comes in light of the upcoming LCROSS mission in which NASA is going to oliide a rocket and satellite into the Moon in order to analyze the plume debris it should be intereting I'm going to watch the live feed.
Here is a link to an article: It's Official:Water Found on the Moon

Signing off
KB