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WebQuest I Fly Me to the Moon: The Age of Google

Task 1:The Formative Period

1.a) The Moon could be a sister world which formed in orbit when Earth formed.

b) The Moon formed in another location in the solar system, and then was captured to orbit Earth.

c) Early Earth spun so rapidly that it spun off the Moon.

2.The theories could not explain the Moon's lack of iron, and after Moon rocks were brought to Earth for examination, they proved to have the same isotope composition as Earth. The third theory was debunked mathematically when angular momentum did not uphold it.

1. 4.5 billion years ago Earth was struck by a giant asteroid, and it sent a massive amount of material into orbit. This formed the Moon.

2.The deep crust, the initial crust of the Moon, which formed as the Moon came to be.

3.Anorthosite helps us to learn about how the Moon was formed.

4.Anorthosite was brought to Earth from Lunar missions. It is the Genesis Rock.

5.Apollo 15 provided this evidence.

6.The Moon affects the Earth's temperature, tides, water, and even life itself.

Task 2: What does it look like now?

1.Hadley Rille is an elevated feature.

2.It is likely a lava channel, similar to those in Hawaii. It is much larger than any channel on Earth.

3.The Moon has such low gravity that the lava channel is quite large, many times larger than it could be on Earth or Mars.

1.Apollo 14 landed in the Fra Mauro formation near Cone Crater; it was an intersting site to explore because of its location: on the edge of the lava-filled Imbvium Basin (the largest mare of an ancient impact).

2.Scientists hoped to learn about the early solar system and to seek out some of the oldest rocks ever dated.

One question I still have is, What is the temperature on the far-side?

Task 3: The Space Race

1.Luna 2, built by the Soviets, was the first spacecraft to reach the surface of the Moon.

2.Luna III was the first to send back pictures of the far side of the Moon.

3." The Eagle has landed" culminated our success in beating the Soviet Union in the race to land humans on the Moon.

Three Lunar missions which hold particular interest for me include:

a)Surveyor 1 first soft landing on the Moon by the United States

b) Explorer 35 operated for six years

c) Clementine mapped the lunar with with a Star Tracker camera

Task 4: Who owns the Moon?

1.The Lunar Embassy Corporation claims that they own the Moon and its planets and they have sold real estate to more than 3.7 million people.

2. The LEC has no legal support.

3.The Moon is unable to be claimed by any person, group, or country according to the 1967 Outer Space Treaty.

4.Some people want to purchase Moon land or resources from Hope's company because it is inexpensive compared to land on Earth. His only expense is to print the title for the buyer. If people ever get to "live" on the Moon, he has a government in place to keep things orderly.

1.The Moon and its natural resources belong to all of mankind, not owned by individuals

2.a) the Moon and other celestial bodies shall be used exclusively for peaceful purposes

b) outer space shall be free

c) states shall avoid harmful contamination of space and celestial bodies

I am very cognizant of the pollution and depletion of natural resources on planet Earth, and I hope this does not happen to the Moon.

3. Lunar exploration is encouraged for the benefit and interest of all countries on Earth.

4. Astronauts represent all of mankind.

5.All inhabitants of the Earth own the moon collectively, not as individuals.

Task 5: A work in progress... Current/future missions

1.India to partner in MoonRise Mission(5 year). India is to launch a remote lunar orbiter which will land in the lunar South Pole. It is tentaively scheduled for October 2016, and one of its tasks is to determine chronology of impact.

2.Apollo 18 - 20 were cancelled missions due to budget shortfalls. No crews had been assigned, but astronauts were training and waiting for their opportunities. With several wars going on today, and severe budget constraints, we have little chance of humans exploring the Moon again in the immediate future.

1. We have come so far from the time when the mysterious, distant moon served people as:

a guide for travelers

a timekeeper for farmers

a compass for seamen

With the invention of the telescope in the 1600s,astronomers could see the surface of the Moon and other planets. Some mysteries were solved, while others deepened. We are still inquisitive about our solar system.

Task 6: Myths and Misconceptions...

Video 1

1.They built a replica of the lunar flag assembly to see if the Apollo's flag would have flapped around as the video shows. The conspiracy theory is debunked by NASA science.

2.The vacuum causes the flag to move without wind. Momentum alone will cause it.

Video 2

1.NASA photos should show evidence of two light sources. They think the video shows it was shot in a studio. The astronaut is so well-lighted, while the dark shadow is huge underneath
2.Two shadows can be parallel with a single light source, even though they may not appear to be parallel. Sunlight is bouncing back from the lunar surface.

Video 3

1. Laser pointer would not make it to the Moon, but the Moon is being shined upon by a much more powerful laser. As expected the beam is scattered. A retro reflector was placed by Apollo 15 and light was returned to Earth as expected.

2.Yes, it is convincing as photons came back to the scientists' equipment. This proves that man has been to the Moon, something I never doubted.

1.Moon Formation Concept Map


This was sent via email to Cynthia Hall due to an inability to transfer it from Inspirartion into the Blog.

2.The South Carolina Standards for Grade 8 are

Science 8-4.3, 8-4.4, 8-4.7, 8-4.8 and 8-4.9. Math 8-4(Geometry), 8-5(Measurement), and 8-6( Data Analysis)

3. For 8th grade, the level with the most emphasis on Astronomy, it is essential for students to understand:

The Moon revolves with Earth around the Sun, but the rotation for one complete spin of the Moon is a little over 27 Earth days.

The Moon revolves around the Earth in 29.5 Earth days. Because the Moon rotates and revolves in nearly the same amount of time, the same side of the Moon always faces Earth.

Phases of the Moon: The causes of the pahases of the Moon depends on how much of the sunlit side of the Moon faces Earth.

Eclipses: Eclipses of the Sun and Moon are a result of the alignment of Earth, Sun, and Moon so that Earth's shadow hits the Moon or the Moon's shadow hits Earth. Students need to know the alignment that resuts is a Solar Eclipse or a Lunar Eclipse.

Tides: Tides are changes in the surface levels of the Earth's ocean water.

As the Moon orbits Earth the waters of Earth closest to the Moon bulge outward toward the Moon; this bulge is the high tide.Another high tide occurs on the opposite side of Earth.Low tides occur in the areas between the two high tides.

Phases of the Moon: The cause of the phases of the Moon depends on how much of the sunlit side of the Moon faces Earth. Students should explore the position of the Moon as it revolves Earth and note the observed effects from Earth during each phase (new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, waning crescent).

Tides: The Moon being closer to the Earth than the Sun has the greatest pulling effect on tides, the rise and fall of ocean water in this case. Spring tides and neap tides are understood with causes for each.

There is gravitational pull between the Sun and planets and between Earth and Moon.

The Moon has a greater effect on Earth's tides than the Sun because it is closer to Earth.

From SC Grade 8 Science Standards: Students must understand these concepts

8-4.4 Explain the motions of Earth and the Moon and and the effects of these motions as they orbit.

8-4.6 Explain the effects of gravity on tides and planetary orbits.

8-4.1o Compare the purposes of the tools and the technology that scientists use to study space.

8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum.

4. Activities to enhance student learning include developing a Moon chart and explaining why the appearances differ, constructing a tide chart for a week choosing two cities in different hemispheres, using paper plates and balls to demonstrate solar and lunar eclipses, as well as solving force and motion problems. The tie-in to Math is essential to understanding the Science standards listed above.

5.Though the Science Standards do not specifically mention the formation of the Moon, some students mistakenly believe that it reflects light, that there is the face of a man on the Moon, a cow can jump over the Moon, and the Moon can make you mad (a lunatic).

6. The various sorces which were researched for WebQuest I helped me to learn that several previously-believed theories about Moon formation have been scientifically debunked. I reviewed the prevailing theory and evaluated the evidence scientists use to support it. Through the web search I discovered that anorthosite which was brought back by Apollo astronauts helped us to learn about Genesis rock.

7.How do we measure the distance from Earth to Moon today? By bouncing laser beams off of reflectors which Apollo 11, 14, and 15 astronauts left on the surface of the Moon. Since we know how fast the laser beam travels we can accurately determine the distance.

How did early scientists measure it? They used geometry to calculate the distance from Earth to Moon.

8.Several web searches will be both informative and enjoyable for students:

http://tycho.usno.navy.mil/vphase.html (shows current phase of the Moon updated every 4 hours. You can also view the phase of the Moon for any day 1800-2199 AD)

www.lpi.usra.edu/resources/stereo_atlas/HTDOCS/PLANETS_TOUR.html (take a planet tour with 3D glasses)

Find references to the Moon in literature and folklore.

Read The Big Splat: How Our Moon Came to Be by Dana Mackenzie.

Brain Pop: Is there a Man in the Moon?

ETV Streamline SC : A Spin Around the Solar System-- Moon Dance