The Moon Project: Introduction © 2008 Ann Bykerk-Kauffman, Dept. of Geological and Environmental Sciences, California State University, Chico* * Supported by NSF Grant #9455371. Permission is granted to reproduce this document for classroom use, provided the author is informed (write her at [email protected]). Copies may not be sold for profit. MP–1 The Moon by Mary Barrett1 The Moon is really just one size The light grows larger every day It always stays the same, Exactly as it ought'er, But here on Earth before our eyes, But logic tells us we must say We see it wax and wane. What looks like half is quarter. The new moon we don't see at all, And then there's gibbous on its way But then there is a sliver, To full, the brightest face, The crescent moon is what we call Then swiftly it begins to wane This slice that makes us quiver. 'Til gone without a trace. These changes happen every night; Each month we see each phase The moon intrigues us with its light It truly does amaze. Dear God, It is great the way you always get the stars in the right place. Why can't you do that with the moon? Jeff (a young child) Point Value: The Moon Project is worth 150 points. Purpose: This assignment is designed to give you the opportunity to… • become intimately familiar with the various changes that the moon goes through each month and season. • conduct a genuine scientific research project: to make systematic accurate observations and to use those observations to derive scientific conclusions WITHOUT “looking it up” somewhere. • design and teach a lesson that guides others to discover scientific concepts for themselves. • write a detailed teacher’s guide to show others how to teach about a particular science topic. 1 Mary Barrett is a school teacher in Berkeley, CA. This poem appeared in the Fall/Winter 1999 GEMS Network News. If you plan to teach elementary or junior high school, you absolutely need to know about GEMS (Great Explorations in Math and Science). They publish wonderful K–8 teacher’s guides in math and science. Check them out at http://www.lhs.berkeley.edu/gems/gems.html.MP–2 The Moon Project: Introduction Overview of the Moon Project You will be assigned to one of four topics (see pages MP–3 through MP–8 for detailed descriptions of the topics). Twenty times over three months, you will observe the moon and stars as appropriate for your topic. Then, as part of a team that consists of all of the students in your lab section assigned to your topic, you will use your observations and the scientific method to come to a scientific conclusion about the motions of the moon and Earth. You and your team will then design and teach a 45-minute lesson on your topic to the rest of the lab class. Note that this is a group project, in part, but every member of the team must be actively involved and responsible. Every team member must fully understand the concepts. Every team member must play a vital role in the scientific discovery process and in the planning and teaching of the lesson. Most important, you will be individually responsible for all of your moon observations and for the graphs for your topic. Organization of the Moon Project Part of Project Specific Requirements Described on Pages… Observations and Graphs MP–11 through MP–19 Teaching of the Lesson MP–21 through MP–23 Teacher’s Guide MP–25 through MP–31 Evaluations MP–33 through MP–35 General Formatting Requirements for the Moon Project • Submit your moon project in a thin 3-ring binder. • Place the Grading Sheet (page MP–9 of this course packet) at the very beginning of your binder. • Place all parts of the moon project (except for the team member evaluations2) in the binder in the exact order listed on the Grading Sheet. • Use tabs to subdivide and label each of the three main parts of your moon project. • Use bold headings to mark the beginning of each subdivision within the three main parts of your moon project. • Put a page number on each page. • All text must be typed. Hand-drawn diagrams and graphs are, however, perfectly acceptable, as are hand-written data entries and completed evaluation forms. 2 Please hand in the team member evaluations separately in sealed envelopes. These are for the instructor’s eyes only.The Moon Project: Introduction MP–3 Description of Topic #1: Moon Rise and Set Questions to Answer: 1. We all know that the sun rises in the east and sets in the west. But what does the moon do? Does it rise in the east and set in the west (like the sun does)? Or, since we know that the moon revolves around Earth from west to east, does the moon rise in the west and set in the east (the opposite of what the sun does)? Prove your answers using your observations. Explain WHY the moon rises where it does and sets where it does. 2. The sun always rises in the morning and sets in the evening. The moon, on the other hand, rises and sets at any and all times of the day or night. Why? Is there any pattern to the changes in the times of moon rise and set? What is that pattern? Why does that pattern exist? 3. Is there any correlation between the times of moonrise/moonset and the phases of the moon? If so, clearly explain that correlation and explain and illustrate WHY this correlation exists. Hints For Figuring Out the Answers to Your Questions: Fill in the blanks below. Can you draw similar diagrams for other positions of the moon? Why do east and west seem to be in opposite directions on the two diagrams? How do these diagrams relate to your topic questions? WEWE Moon rise / set Moon rise / set Approximate Time of Day Approximate Time of Day Phase of the moon Phase of the moonMP–4 The Moon Project: Introduction Description of Topic #2: Angle of Tilt of the Moon Questions to Answer: 1. The angle of the lit portion of the moon relative to the horizon changes. For example, sometimes the crescent moon looks like a crooked smile ( ); other times it looks like a hat cocked at an angle ( ). The lit portion of the moon doesn't really rotate, so why does it look like it does? What is REALLY happening? 2. As the moon makes its arc across the sky, how many degrees does the lit portion seem to rotate3 per hour? 3. The pattern made by the lunar maria (see Fig. 22.3 on p. 629 of your textbook) is always the same but it is not always at the same