modeling the moon’s motions 47658 - parkway schools ... motionsl… · modeling the moon’s...

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Modeling theMoon’s Motions 47658KIT CONTENTS

ITEM QUANTITY/VOLUME DESCRIPTION1 10 Sun models (yellow balls)2 10 Earth models (blue and black balls)3 10 Moon models (white and black balls)4 10 Moon reference markers (white ball with black dot)5 10 Zip-lip plastic storage bags6 30 Screw caps7 1 set of 3 Transparencies8 1 pad of 100 “Orbit of the Moon” sheets (legal sized)9 1 Instructions (this booklet)

Teacher’s Guide — pages 1 -18 Student Guide and Worksheets (reproducible — pages S1 - S12)

Additional materials needed (not included in kit):Flashlights (optional)Masking tapePencilsOverhead projector (for transparencies)Washable marking pen, to fill in answers on transparencies

TOPICS/OBJECTIVES

• To model the motion of the Moon.• To observe the effects of the Moon’s motions on Earth-bound observations.• To discriminate between rotation and revolution.• To understand the difference between a lunar month and a sidereal month.

INTRODUCTION

This kit uses a combination of teacher-directed lessons and student activities to help studentsunderstand the motions of the moon and how to interpret them. Primarily, students will learnabout the phases of the moon, as well as the difference between a lunar (synodic) month anda sidereal month.

Teaching tools provided in this kit include:

• transparencies for the teacher to use as part of his/her classroom lessons; students areprovided with blank hard copies of the transparencies, to fill in and take notes on duringthe lecture/discussion.

• small models of the Sun, Earth, and Moon, which students manipulate as part of theiractivities.

• worksheets with analysis questions, to be completed by students at the end of eachactivity. These are designed to test students’ understanding of the concepts modeledduring each activity.

Generally, you should plan on spending one 40-minute class period for each activity. This willallow time for the activity and any related discussion or analysis. If desired, the questions atthe end of each activity can be completed as homework.

This kit contains enough materials for 10 groups of students. For the student activities, groupsof 2-3 are recommended.

PRIOR TO CLASS

1. Read through this Teacher’s Guide and the Student Guide to familiarize yourself with theactivities.

2. Make photocopies of the Student Guide and Worksheets (pages S1-S12 of this booklet;one per student or lab group) for distribution.

3. Prepare introductory lesson(s) for students. This kit includes three instructional transpar-encies, as well as a glossary and short introductory notes for the teacher to use as aguide. You may want to supplement this information to more thoroughly cover terminology,historical background, overall concepts, etc. Additional lesson suggestions are listedbelow, under the “General Suggestions For Use” heading.

4. Organize and assemble materials for each student group. Each group will need:

• 1 yellow ball (or flashlight), to represent the Sun• 1 blue and black ball, to represent the Earth• 1 white ball with black dot, to represent the Moon in Student Activity #1• 1 black and white ball, to represent the Moon in Student Activity #2• 3 screw caps, to hold balls in place• 1 zip-lip plastic bag, to store materials• 1 copy of the Student Guide (you may want to make additional copies of the Questions

for each activity, if you prefer that students complete these individually)• 1 “Orbit of the Moon” sheet (from the legal sized pad)

GENERAL SUGGESTIONS FOR USE

• Advise students that the diagrams they receive and the notes that they take during thelesson(s) are the only resources that they will be allowed to use during the lab investiga-tions. This encourages students to pay attention, take notes, and work with each other tosuccessfully complete each lab task.

• As part of your introductory lesson(s), you may want to present historical information thatis pertinent to the activities in this kit. Suggested lessons include information on geocentricversus heliocentric models of the solar system and how various cultures interpreted thephases of the Moon, etc. This provides an opportunity to address the science historycomponent of the National Science Education Standards.

• This kit includes three transparencies. Use the transparencies in a lecture/discussionformat to introduce students to the concepts of lunar (synodic) months vs. sidereal monthsand the motions of the Moon and Earth. Transparency #1 can be used to illustrate occulta-tion and the difference between a sidereal month and a lunar month. Transparency # 2can be used to illustrate the changing times of moonrise as a result of sidereal motion.Transparency #3 can be used to illustrate the phases of the Moon, as well as the phasesof Earth as viewed from the Moon. A key for each transparency is provided in theTeacher’s Guide. Students have blackline copies of each transparency in their StudentGuide. As you go through your lectures, have students take notes and fill in the blanks ontheir blackline copies.

• In the student activities, a medium sized blue and black ball is used to represent the Earth;a large yellow ball is used to represent the Sun; and there are two models used to repre-sent the Moon: a small white ball with a black dot marked on it, to help illustrate therotation of the Moon as it revolves around the Earth (Activity 1), and a small black andwhite ball, to illustrate phases of the Moon (Activity 2). For your more concrete operationalstudents, you may wish to replace the yellow Sun model with a flashlight. This helps somestudents better understand that the Moon’s light is reflected sunlight, and that the apparentsize and shape of the Moon as viewed from Earth are a function of the Sun, Earth, andMoon’s positions relative to each other.

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SUGGESTED LESSON OUTLINE

1. Initial Lesson on Occultation, and the Difference Between a Lunar and SiderealMonth

Present a lesson on occultation and the difference between a lunar and sidereal month,using the notes on page 5, Transparency #1, and/or any other materials you desire. Thekey for Transparency #1 is on page 6. The student blackline copy of this transparency ison page S2. Using the key as your guide, fill in the blanks on the transparency as youteach your lesson, and have students fill in the blanks and take notes on their blacklinecopies.

2. Classroom demonstration — Modeling the Moon’s Motions

In this teacher directed activity, two students, representing the Earth and Moon, respec-tively, model the motions of each of these bodies relative to the Sun (represented by athird student). The students properly position themselves with respect to one anotherand then rotate and revolve, as appropriate. The rest of the students in the class observethis activity and use it as the basis for Student Activity #1, described below. Step-by-stepinstructions for this activity/demonstration are on pages 7-8.

3. Student Activity #1 — Modeling the Moon’s Motions

In this activity, students basically repeat the demonstration described above. This time,however, they manipulate the models of the Sun, Earth, and Moon that are provided inthis kit. By using the models to demonstrate one complete revolution in the Moon’s orbit,students illustrate one complete sidereal month. Teacher instructions for this activity areon page 8; student instructions are on page S3. The key to the Student Worksheet forthis activity is on pages 9-10 of the Teacher’s Guide.

4. Lesson on The Changing Times of Moonrise as a Result of Sidereal Motion

Present a lesson on the changing times of moonrise, using the notes on page 11,Transparency #2, and/or any other materials you desire. The key for Transparency #2 ison page 12. The student blackline copy of this transparency is on page S6. Using thekey as your guide, fill in the blanks on this transparency as you teach your lesson, andhave students fill in the blanks and take notes on their blackline copies.

5. Lesson on the Phases of the Moon

Present a lesson on the phases of the Moon and the related terminology, using the noteson page 13, Transparency #3, and/or any other materials you desire. The key for thephases of the Moon is on page 13. The student blackline copy of the phases of the Moonis on page S7. Using the key as your guide, have students fill in information for thephases of the Moon. After you have presented your lesson on the phases of the Moon,use Transparency #3 as you present a lesson on viewing the Moon’s orbit from variousperspectives. The key for Transparency #3 is on page 14. NOTE: Students should notfill in their blackline copies of this transparency during the lesson; they will fill thisin as part of the Student Activity #2 (described below).

6. Student Activity #2 — The Phases of the Moon and the Earth

In this activity, students place Sun, Earth, and Moon models in the proper positions onthe “Orbit of the Moon” worksheet, and then manipulate the models. By observing themodels from various points along the orbit of the Earth, students are able to observe thevarious phases of the Moon in one complete lunar or synodic month. Students alsoobserve the models from other points of reference in space.

GLOSSARY

The following terms are among those used in the lessons/activities discussed in this kit. By theend of all of the activities, students should have a good understanding of these terms. A blankcopy of this glossary is provided on page S1 of the Student Guide. You may want to havestudents fill this in during your lessons/discussions, or you may have students complete this asa quiz or post-lab activity.

apparent motion — the continuous change of position of a celestial body with respect to asecond body.

celestial body — a natural or man-made object found on the celestial sphere. Examples ofcelestial bodies include planets, stars, asteroids, and man-made satellites.

celestial sphere — the imaginary sky dome encircling the Earth, on which all celestial bodiesappear to be affixed. Only a portion of the celestial sphere can be seen from any position onEarth at a given time.

day — the length of time it takes for a planet to make one complete rotation on its axis. For theplanet Earth, a day is 24 hours long. For the planet Jupiter, a day is nearly 10 Earth hourslong. For the planet Venus, a day is approximately 5832.5 Earth hours long.

geocentric model — Earth-centered model of the universe.

heliocentric model — Sun-centered model of the solar system.

lunar or synodic month — the time required for the Moon to pass through its complete seriesof phases from new moon to new moon; this takes 29.5 days.

occultation — the hiding of a distant star or celestial body when the Moon passes betweenEarth and the distant star or celestial body.

revolution — the motion of an object around a closed orbit, following a circular or ellipticalpath.

rotation — the circular motion of an object turning on its own axis.

satellite — a small solid body moving in an orbit around a larger body. The moon is a naturalsatellite of the Earth.

sidereal month — the time required for the Moon to complete a 360° revolution around theEarth; this takes 27.3 days.

year — the time required for a planet to complete a 360° revolution around the Sun. For theplanet Earth, this takes 365.25 days. For other planets, a revolution around the Sun cantake from 88 Earth days (for Mercury) to more than 90,000 Earth days (for Pluto).

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NOTES FOR TRANSPARENCY #1:THE DIFFERENCE BETWEEN A SIDEREAL MONTHAND A LUNAR MONTH

As you explain the information shown on this transparency, fill in the answers on thetransparency, using the key on page 6 as a guide. (Answers are written in italics.) Havestudents fill in the same information on their blackline copies of this art as you discussit during your lesson.

A sidereal month is the time it takes for the Moon to make one complete revolution around theEarth and return to the same position among the stars. In other words, a sidereal month is thetime it takes for the Moon to occult (pass in front of) a particular star for the second time. Ittakes 27.3 days for the Moon to make a complete 360° revolution, meaning that the Moonrevolves about 13° (13.19° to be exact) every 24 hours. Occultation is illustrated in Diagrams1A and 1B of Transparency #1. (See Key on page 6).

Stress that there is a difference between a sidereal month and a lunar month. Most studentsthink of a month as the time from new moon to new moon — or what is known as a lunar orsynodic month. It takes 29.5 days for the Moon to pass through a complete series of phases,from new moon to new moon. The difference between a sidereal month (27.3 days) and alunar month (29.5 days) is illustrated in Diagram 2 of Transparency #1.

One trick to help students remember the differences between the terms “sidereal” and “syn-odic” is to think of these word associations:

• “synodic” is synonymous with a month of phases (new moon to new moon); this is depen-dent on the position of the Moon in relation to the Sun as seen from the Earth.

• “sidereal” refers to the how long it really takes the moon to make a complete 360° revolu-tion, using occultation of one distant star as a guide.

KEY: TRANSPARENCY #1 — THE DIFFERENCE BETWEEN A SIDEREAL MONTHAND A LUNAR MONTH

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New moon to new moon

Diagram 2:

Earth's orbitaround the Sun

E

E

Diagram 1B:After one revolution of the Moon

Occultation: the hiding of a star or celestial bodywhen the Moon passes between theEarth and the star or celestial body

Diagram 1A:

same star occulted for the second time, after Moonhas revolved 360°; this occurs 27.3 days after thestar was first occulted (as shown in Diagram 1A)

Same Distant StarE

position of the Moonon the next evening:13° difference

position of the Moon on thefirst evening, resulting inoccultation of a distant star

Distant Star

occulted


E

E

M

M

M


Moon out of positionon the next day

+ 2.2 days

27.3 days: at this point, the Moon has revolved360˚ in its orbit and has completed a siderealmonth

new moon phase

new moon — at this point,

the Moon has completed a

lunar month which = 29.5 days

Sun

sidereal

27.3

Month =

Days

lunar

29.5

Month =

Days

Lunar orSynodicMonth:

CLASSROOM DEMONSTRATION — MODELING THE MOON’S MOTIONS

General Notes:

• Arrange student desks into a circle, leaving a large open space in the middle of the class-room.

Procedure:

1. Select three student volunteers to represent the Moon, Earth, and Sun.

2. Arrange these three students in the open area so that they are in appropriate positionsfor their assigned roles. As shown on the “Orbit of the Moon” worksheet (found on thelegal sized pad provided with this kit), the Earth should be in the center of the circle. TheMoon will rotate as it revolves around the Earth. The Sun is positioned beyond theMoon. Allow enough room for all three students to rotate and revolve.

3. Instruct the Moon to face Earth. Tell the Moon to slowly revolve or walk around Earth ina counter-clockwise motion, so that the Moon (student) is always facing Earth. In orderto face the Earth at all times, the Moon must rotate or turn slightly at each position.

4. Some students may have difficulty discriminating between revolution and rotation.Remind students that rotation refers to a body turning on its own axis, while revolutionrefers to a body moving in an orbit around another body. Ask students if they think theMoon is rotating and/or revolving during this demonstration.

5. Explain that even though the Moon does not appear to rotate (turn on its own axis) fromthe Earth’s point of view, it is indeed rotating as it revolves around the Earth. You canshow students that the Moon is rotating at the same time that it is revolving, as follows:Make an X out of masking tape on the floor at some point on the Moon’s orbital path.Label this X position 1 (see Figure 1, below). Make a second X on the Moon’s orbitalpath, at a position 180° from position 1. Label this X as position 2. Have the Moon startat position 1 and make one complete revolution around the Earth, while also rotating (asdescribed in Step 3, above), so that the Moon is always facing the Earth.

After the Moon has completed the revolution, have the Moon move from position 1 toposition 2 without rotating — in other words, the Moon should always face the same wallas it is revolving. At position 2, the back of the Moon will be facing the Earth. Askstudents if this is how the Moon looked as it revolved around the Earth the first time (asdescribed in Step 3). Now, have the Moon slowly rotate without revolving, until it isfacing the Earth again. This shows that in order for the same side of the Moon to alwaysbe facing the Earth, the Moon must be rotating even as it revolves.

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wall

Figure 1

Moonposition 1

Moonposition 2

X

X

Earth

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6. Direct the Moon (student) to revolve around the Earth again. Have the Sun call out tothe class the side of the Moon that is observable to him/her during the Moon’s orbit(for instance, the face of the person representing the Moon, or the side of that person,or the back of that person, etc.). Explain that although the Earth observes the sameside of the Moon (that is the “Moon’s” face) throughout the Moon’s revolution, the Suneventually views all sides of the person representing the Moon throughout the courseof the Moon’s revolution because the Moon is rotating.

STUDENT ACTIVITY #1 — MODELING THE MOON’S MOTIONS

Introduction:

In this activity, students repeat the demonstration described above; this time, however, theywill use the models of the Sun, Earth, and Moon provided in this kit. By manipulating themodels to demonstrate one complete revolution in the Moon’s orbit, students illustrate onecomplete sidereal month.

Procedural Notes:

Step-by-step instructions are listed in the Student Guide (page S3). In the first part of thisactivity, students simply set up and manipulate the models. Once they are familiar with thisprocess, they repeat the procedure and interpret/analyze these motions by answering ques-tions on the worksheet for this activity (pages S4-S5).

During this activity you should do the following:

1. Show students how to place the models in the caps provided to prevent the models fromrolling off the table.

2. Assist students who have difficulty setting up the models.

3. If necessary, help students complete the worksheet questions for this activity.

• If students have difficulty with question #5, help them set up the following ratio:

360 degrees /27.5 days = X degrees / 1 day

• If students have difficulty with question #6, remind them that there are 24 hours in aday; help students set up the following ratio:

13.19 degrees/24 hours = X degrees / 1 hour

Yes

KEY — ACTIVITY #1 WORKSHEET:MODELING THE MOON’S MOTIONS

Move the moon counterclockwise completely around the Earth(positions 1-8).

1. This motion of the Moon around the Earth is called (rotation/revolution)

_______________________________.

2. The time that it takes for the Moon to make one complete revolution around the Earth is known as a

(sidereal/lunar) ______________________ month.

3. How many Earth days does it take for the Moon to make one complete revolution around the Earth?

27.3 days

4. How many degrees does the Moon move during one complete revolution around the Earth? ____________

5. Using your answers from questions 3 and 4, determine how many degrees the Moon moves each Earth

day. __________________. (Show your work for this answer. Round your answer to the nearest degree.)

360° / 27.3 days = 13.19°/day

6. Using your answer from question #5 above, determine how many degrees the Moon moves in 1 hour.__________________. (Show your work for this answer.)

13° / 24 hours = .54° hour

Repeat the entire activity, moving the Moon around the Earth. Make sure that the dot on the Moonalways faces the Earth as it revolves around the Earth.

7. Does an Earth-bound observer ever see the back side of the Moon (that is, the side with no dot) at any

point during the Moon’s rotation? ________

8. To an Earth-bound observer, does the Moon appear to rotate? _____. Does the Moon actually rotate?

______________.

9. To an Earth-bound observer, in which direction does the Moon appear to move through the celestial sphere

(east to west /west to east)? ____________________

Repeat the entire activity again, moving the Moon around the Earth. Make sure that the dot always facesthe Earth as it revolves around the Earth.

10. Did the dot on the Moon always face the Sun? __________

11. Would an observer on the Sun ever see the back of the Moon (that is, the side with no dot on it) at any point

during the Moon’s rotation? ________

12. To an observer on the surface of the Sun, does the Moon appear to rotate? ________

13. From this activity you should be able to see that the Moon rotates on its axis as it revolves around Earth. To

an Earth-bound observer, however, the Moon does not appear to rotate as it revolves around the Earth. For

this to occur, the Moon must rotate (faster than/slower than/at exactly the same speed as)

____________________________ it revolves.

Name: ______________________

____________________________

Date: _______________________

Class/Period: ________________

___________________________

revolution

sidereal

360°

~ 13°

~ .5 °

No.Yes.

east to west

No.

at exactly the same speed as

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Yes

No.

14. In other words, the Moon’s rate of rotation is equal to its revolution. Therefore, how many Earth days does it

take for the Moon to complete one rotation? ___________________

15. A day is defined as the amount of time it takes for a body to complete one rotation. A year is defined as the

time it takes a body to complete one revolution. A day on the Moon is (shorter than/longer than/ exactly as

long as) ________________________________ one Moon year. (HINT: Remember — the Moon’s rate of

rotation is equal to its revolution.)

27.3 days

exactly as long as

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NOTES FOR TRANSPARENCY #2:THE CHANGING TIMES OF MOONRISEAS A RESULT OF SIDEREAL MOTION

As you explain the information shown on this transparency, fill in the answers on thetransparency, using the key on page 12 as a guide. (Answers are written in italics.Diagrams to be filled in are shown in gray shading.) Have students fill in the sameinformation on their blackline copies of this art as you discuss it during your lesson.

Transparency #2 illustrates why an observer on Earth sees the Moon rise and set by adifference of 52 minutes each day. Diagram 1 sets up the situation, choosing an arbitrary9:00 PM time for moonrise. (You may choose any other appropriate time for moonrise; youmay want to consult a website or almanac to show the moonrise time for the day of yourlecture on this topic. Write the time you choose on the line for time on each of the diagrams.)On the first night of lunar observation (shown on the right side of the diagram), the observeron Earth sees the Moon rise at 9:00 PM. On the second or next night of lunar observation(shown on the left side of the diagram) the observer, standing at the same place on Earth,would not see the Moon rise at 9:00 PM. Why does this occur?

The answer to this question is illustrated in Diagram 2. By this point, students should under-stand that the Moon revolves about 13° each day (360°/ 27.3 days). It takes about 52 minutesfor the Earth to rotate 13°. The math for this is as follows:

24 hours x 60 minutes = 1440 minutes per one complete rotation (360°), or Earth day.

1440 min × 13°360°

In Diagram 2, everything is exactly the same on Night One of Lunar Observation as inDiagram 1: the observer on Earth sees the Moon rise at 9:00 PM. On Night Two, the ob-server is still in the same spot, but the Moon has rotated 13° from its position on the previousday, so that it is out of the observer’s horizon. The observer will not be on the same horizonas the Moon until the Earth rotates 13°. This will take 52 minutes, so that the observer onEarth will not see the Moon rise until 9:52 PM. Show this by drawing in the position of theobserver at 9:52 PM., as well as the observer’s horizon. These are shown in gray on the key.

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=360° 13°

1440 min X

= 52 min

KEY: TRANSPARENCY #2 — THE CHANGING TIMES OF MOONRISEAS A RESULT OF SIDEREAL MOTION

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E

Night two of lunar observation Night one of lunar observation

Diagram 1

Earth'sorbitalpath

observer

observer'scelestialsphere

observer'shorizon

moonrise

MNo Moon! Why?

The Earth takes 52 minutes to rotate 13˚, so the times of moonrise and moonset occur 52 minutes latereach successive day over the course of a sidereal month. That is why it is sometimes possible to see theMoon during daylight hours.

observerafter24 hours(9:00 PM)

MM


Diagram 2

9:00 PMTime: 9:00 PMTime:

9:52 PMTime: 9:00 PMTime:

* Moon takes 27.3 days to revolve 360˚

= about 13˚ of Moon's orbital motion per day27.3 days

360˚

Moon out of position by 13˚:Earth must rotate observerfor 52 additional minutes to"catch up with the Moon"*

START HERE

North pole

E

E E

Earth'srotation

M

NOTES FOR TRANSPARENCY #3:LESSON ON THE PHASES OF THE MOON

As you explain the information shown on this transparency, fill in the answers on the transpar-ency, using the key on page 14 as a guide. (Answers are written in italics. Diagrams to be filledare shown in black shading.) NOTE: Students should not fill in their blackline copy of Trans-parency #3 during the lesson; they will fill these diagrams in later, as an exercise in StudentActivity #2.

Begin this lesson by explaining the phases of the Moon to students. Students have a copy of Figure 4(below) in their Student Guide. The diagrams are filled in; however, the definitions and explanationsare not. The students will need to fill in these explanations. During the lesson you may want to use amodel to show the phases of the Moon; you may have a large Sun/Earth/Moon model in your class-room, or you can use the models provided in this kit (see the instructions for Student Activity #2, onpage 15).

Figure 4

Once students are clear on the terminology of the Moon’s phases, go a step further and explain theconcept of geocentricity. (They will need to understand this in order to correctly complete Activity #2.)We view the phases of the Moon from our position as observers on Earth — in other words, from ageocentric point of view. However, there are other ways to view the Moon, and where it is viewed fromwill affect the viewer’s interpretation of its phases. These are shown on the key to Transparency #3.They will also be demonstrated in Activity #2.

Transparency #3 shows the phases of both the Moon and the Earth as viewed from various places inspace. The numbers on the transparency refer to the positions of the Moon as shown on the Orbit ofthe Moon worksheet (the legal sized pad in this kit). As you explain this information, fill in the circlesand the answers on the transparency, using the key on page 14 as a guide.

Diagram #1 shows that, from space, as the Moon rotates, the same side of the Moon is always facingthe Earth. This was explained in Student Activity #1.

Diagram #2 shows how the Moon looks to an observer on Earth. These are the phases of the Moonthat most of us are familiar with, obviously, because we are viewing the Moon as observers on theEarth.

Diagram #3 presents a scenario that most of us are not familiar with — a sort of “lunar-centric view.”These are the phases of the Earth, or what we would see if we were standing on the rotating Moon,looking at the Earth at various times. p.13

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gibbous*

full Moon

crescent*

new Moon

quarter**

*For gibbous and crescent moons — Explain/demonstrate the difference betweenwaxing and waning.Waxing = as the lit portion of the Moon increases or grows larger, the Moon is saidto wax.Waning = as the lit portion of the Moon decreases or grows smaller, the Moon is saidto wane.

**For quarter moons — Explain/demonstrate to students how to tell whether theMoon is in the first or third quarter.

First quarter = Left side of the moon is dark (in the Northern Hemisphere)Third quarter = Right side of the moon is dark (in the Northern Hemisphere)

Note:Thesephases arenot in thecorrectsequence.

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The Sun's Rays

The Earth Viewed From the Moon

1. 3. 5. 7.full thirdquarter new

firstquarter

Diagram 3

The Moon in Orbit As Viewed From AboveDiagram 1

1.

2.8.

7. 3.

4.6.

5.

Earth

The Moon Viewed From the Earth

8.

waningcrescent7.

thirdquarter6.

waninggibbous5. full4.

waxinggibbous3.

firstquarter2.

waxingcrescent1. new

Diagram 2

Night

Day

KEY: TRANSPARENCY #3/STUDENT ACTIVITY #2 WORKSHEET —THE PHASES OF THE MOON AND THE EARTH

STUDENT ACTIVITY #2 — THE PHASES OF THE MOON AND THE EARTH

General Notes:

Step-by-step instructions for this activity are listed in the Student Guide (pages S8-S12).During this activity you should do the following:

1. Have students set up the Sun, Earth, and Moon models on the “Orbit of the Moon” sheetso that the Moon is at Position 1, between the Sun and the Earth. At the beginning of thisexploration, the black side of the Moon should face the Earth and the white side of theMoon should face the Sun; the blue side of the Earth should also be facing the Sun.

2. Point out to students that as they move the Moon along its path, they should take extracare not to turn or rotate the Moon. The white side of the Moon should always be facingthe Sun, as shown in Figure 4.

3. In order to see the phases correctly when using the modelsas an observer from Earth, tell students to imagine they areon the Earth model, looking directly at the Moon model. Assuch, they will need to move out of their chairs and crouchdown to observe the Moon model at eye-level from theEarth’s perspective each time the Moon is placed in a newposition, as shown in Figure 3. They will also need to movearound the circle, to a point directly opposite the Moonmodel, as shown in Figure 4. For instance, when the Moonis at Position 1 on the “Orbit of the Moon” sheet, students willneed to look the Moon from Position 5; when the Moon is atPosition 2, students will need to look at it from Position 6;and so on.

4. Remind students to use proper terminology (i.e., waxing,waning, first quarter, third quarter, etc.) in their answers anddiagrams.

5. Monitor your students as they proceed through this activity. It is especially important thatthey start out correctly, as each subsequent step builds on the previous one. A wronganswer early on will probably result in wrong answers throughout the activity.

Figure 4

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Orbit of the Moon

1

2

3

4

5

6

7

8

Earth

direction of rotation

W E

sun

eye

eye

eye

Earth

eyeMoon Earth

Figure 3

Su

n

Name: ______________________

____________________________

Date: _______________________

Class/Period: ________________

___________________________

KEY — ACTIVITY #2 WORKSHEET:THE PHASES OF THE MOON AND THE EARTH

Position 1

1. Locate Diagram 1 (“The Moon in orbit as viewed from above”) on pageS12. Use a pencil to fill in the circle at Position 1, so it shows how theMoon model appears at Position 1, when viewed from above.

2. Locate Diagram 2 (“The Moon as viewed from Earth”) on page S12. Use a pencil to fill in the circle atPosition 1, so it shows how the Moon model appears at Position 1, when viewed from the perspective of aperson on Earth. On the line below the circle at Position 1, write the name of the phase of the Moon in thisposition.

3. Locate Diagram 3 (“The Earth as viewed from the Moon”) on page S12. Use a pencil to fill in the circle atPosition 1, so it shows how the Earth model appears at Position 1, when viewed from the perspective of aperson on the Moon. On the line below the circle at Position 1, write the name of the phase of the Earth inthis position.

4. What is the phase of the Moon in Position 1? __________________________________

5. How many days will pass before this phase will be repeated? ____________________________

6. The time period in question 5, above, is the length of a __________________ month.

Position 2

7. Locate Diagram 1 (“The Moon in orbit as viewed from above”) on page S12. Use a pencil to fill in the circleat Position 2, so it shows how the Moon model appears at Position 2, when viewed from above.


9. The term used to describe the Moon as the lit portion increases is ________ . The term used to describe theMoon as the lit portion decreases is ____________.

10. At Position 2, which side of the Moon is lit — the left or the right? ___________________

11. What is the phase of the Moon in Position 2? ______________________________

Position 3




15. At Position 3, the Moon has now completed __________ percent of its orbit around the Earth.

16. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from position1 to position 3? (HINT: How many days make up 25 percent of the a lunar cycle?)

__________________________________________________________

17. What is the phase of the Moon in Position 3? _______________________________

lunar or synodic

waxingwaning

25

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New moon.

29.5 days.

The right.

Waxing crescent.

Approximately 7 days (29.5 × .25 = 7.375).

First quarter.

Position 4



20. What is the phase of the Moon in Position 4? Be sure to note whether the Moon is waxing or waning.

_____________________________________

Position 5




24. The Moon has now completed __________ percent of its orbit around the Earth.

25. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from position

1 to position 5? ___________________________________

26. What is the phase of the Moon in Position 5? _____________________

Position 6



29. As the Moon moves from Position 5 to Position 6, does the lit portion appear to increase or decrease?

_______________________

30. What is the term used to describe your answer to question 29? ______________________

31. What is the phase of the Moon in Position 6? __________________________________________

(continued on next page)

50

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Waxing gibbous.

14.75 days (29.5 × .5 = 14.75)

Full moon.

Decrease.

Waning.

Waning gibbous.

© 2001, SKBL Printed in U.S.A. SK04561-00

®

®

Tonawanda, NY/San Luis Obispo, CA 1-800-828-7777St. Catharines, Ontario, Canada 1-800-387-9393

Mark HallEarth Science TeacherMehlville Senior High SchoolSt. Louis, MO

Position 7





36. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from

position 1 to position 7? ________________________________________

37. What is the phase of the Moon in Position 7? ________________________

Position 8




Position 1 (at completion of orbit)

41. What is the phase of the Moon when it has returned to Position 1? ______________________

42. From new moon back to new moon means that the Moon has completed one __________________ month.

43. Explain why the Moon appears to go through a cycle of phases.

The waxing and waning phases of the Moon are the result of the changing position of the Moon as itorbits the Earth. The amount of sunlight reflected off the surface of the Moon as seen from Earthchanges as the position of the Moon changes.

KEY — STUDENT ACTIVITY #2 WORKSHEET

See the key to Transparency #3, on page 14.

75

Approximately 22 days (29.5 × .75 = 22.125).

Third quarter.

Waning crescent.

New moon.

lunar or synodic

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Modeling the Moon’s Motions —Student GuideOVERVIEW

The lessons and activities in this kit are designed to help you understand the motions of the moon and how tointerpret them. Primarily, you will learn about the phases of the moon, as well as the difference between a lunar(synodic) month and a sidereal month.

The diagrams that you receive and the notes that you take during the lesson(s) are the only resources that youwill be allowed to use during the lab investigations. You will need to pay attention, take good notes, and workwith each other to successfully complete each lab task.

GLOSSARY

The following terms are among those used in the lessons/activities discussed in this kit. By the end of all of theactivities, you should have a good understanding of these terms.

apparent motion —

celestial body —

celestial sphere —

day —

geocentric model —

heliocentric model —

lunar or synodic month —

occultation —

revolution —

rotation —

satellite —

sidereal month —

year —

p.S1SK04561-00

STUDENT NOTES #1 —THE DIFFERENCE BETWEEN A SIDEREAL MONTH AND A LUNAR MONTH

As your teacher explains the diagrams below, fill in the blank spaces. The completed diagrams and explanationswill serve as your notes

p.S2SK04561-00

Diagram 2:


E

E

Diagram 1B:After one revolution of the Moon

Occultation:

Diagram 1A:

Same Distant StarE

Distant Star


E

E


Sun

Month =

Days

Month =

Days

Lunar orSynodicMonth:

ACTIVITY #1 — MODELING THE MOON’S MOTIONS

Objectives:

• To investigate the rotation and revolution of the Moon

• To investigate the apparent and actual motions of the Moon

Materials Needed:

“Orbit of the Moon” sheetSun model (yellow ball)Earth model (blue and black ball)Moon model (white ball with black dot)3 capsYour notes on rotation and revolution

General Procedure:

1. Place each model (Sun, Earth, and Moon) in a cap. This will keep the models from rolling around while youwork with them.

2. Find the “Orbit of the Moon” sheet and lay it down on a flat surface. Place the Sun model on the spot on thesheet labeled “Sun”. Place the Earth model and cap on the dot labeled “Earth.” Make sure you place theEarth model so that the blue side, representing daylight, faces the Sun. Place the Moon model and cap ontop of position 1 on the sheet. Make sure you place the Moon model so that black dot faces the Earth.

3. Move the Moon from position 1 to position 2, making sure that the black dot continues to face the Earth. Todo this, you will need to slightly turn or rotate the Moon model.

4. Move the Moon model from position 2 to position 3, making sure that the black dot continues to face theEarth. Again, you will need to slightly turn or rotate the Moon model.

5. Continue moving the Moon model from one position to the next along its orbital path around the Earth, untilthe Moon has completed its orbit around the Earth. Throughout this exploration, make sure that theblack dot on the Moon ALWAYS faces the Earth.

6. Follow the directions on the Activity #1 Worksheet (pages S4-S5) and answer the worksheet questions.

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ACTIVITY #1 WORKSHEET—MODELING THE MOON’S MOTIONS

Move the moon counterclockwise completely around the Earth(positions 1-8).

1. This motion of the Moon around the Earth is called (rotation/revolution)

_______________________________.

2. The time that it takes for the Moon to make one complete revolution around the Earth is known as a

(sidereal/lunar) ______________________ month.

3. How many Earth days does it take for the Moon to make one complete revolution around the Earth?

___________________

4. How many degrees does the Moon move during one complete revolution around the Earth? ____________

5. Using your answers from questions 3 and 4, determine how many degrees the Moon moves each Earth

day. __________________. (Show your work for this answer. Round your answer to the nearest degree.)

6. Using your answer from question #5 above, determine how many degrees the Moon moves in 1 hour.__________________. (Show your work for this answer.)

Repeat the entire activity, moving the Moon around the Earth. Make sure that the dot on the Moonalways faces the Earth as it revolves around the Earth.

7. Does an Earth-bound observer ever see the back side of the Moon (that is, the side with no dot) at any

point during the Moon’s rotation? ________

8. To an Earth-bound observer, does the Moon appear to rotate? _____. Does the Moon actually rotate?

______________.

9. To an Earth-bound observer, in which direction does the Moon appear to move through the celestial sphere

(east to west /west to east)? ____________________

Repeat the entire activity again, moving the Moon around the Earth. Make sure that the dot always facesthe Earth as it revolves around the Earth.

10. Did the dot on the Moon always face the Sun? __________

11. Would an observer on the Sun ever see the back of the Moon (that is, the side with no dot on it) at any point

during the Moon’s rotation? ________

12. To an observer on the surface of the Sun, does the Moon appear to rotate? ________

13. From this activity you should be able to see that the Moon rotates on its axis as it revolves around Earth. To

an Earth-bound observer, however, the Moon does not appear to rotate as it revolves around the Earth. For

this to occur, the Moon must rotate (faster than/slower than/at exactly the same speed as)

____________________________ it revolves.

Name: ______________________

____________________________

Date: _______________________

Class/Period: ________________

___________________________

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14. In other words, the Moon’s rate of rotation is equal to its revolution. Therefore, how many Earth days does it

take for the Moon to complete one rotation? ___________________

15. A day is defined as the amount of time it takes for a body to complete one rotation. A year is defined as the

time it takes a body to complete one revolution. A day on the Moon is (shorter than/longer than/ exactly as

long as) ________________________________ one Moon year. (HINT: Remember — the Moon’s rate of

rotation is equal to its revolution.)

STUDENT NOTES #2 — THE CHANGING TIMES OF MOONRISE AS A RESULT OFSIDEREAL MOTION

E


Diagram 1

No Moon! Why?

M


Diagram 2

Time: Time:

Time: Time:

START HERE

E

E E

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As your teacher explains the diagrams below, fill in the blank spaces. The completed diagrams and explanationswill serve as your notes.

Waxing:

Waning:

How to tell whether the Moon is in the first or third quarter:

First quarter =

Third quarter =

STUDENT NOTES — THE PHASES OF THE MOON

As your teacher explains the phases of the Moon, fill in the spaces in the diagram, below. This diagram willserve as your notes.

p.S7SK04561-00

Note:Thesephases arenot in thecorrectsequence.

STUDENT ACTIVITY #2 — THE PHASES OF THE MOON AND THE EARTH

Objective:

• To observe the phases of the Moon, and to observe the Moon and Earth from various perspectives.

Materials Needed:

“Orbit of the Moon” sheetSun model (yellow ball)Earth model (blue and black ball)Moon model (black and white ball)3 capsYour notes on the phases of the Moon

Procedure:

1. Place each model (Sun, Earth, and Moon) in a cap. This will keep the models from rolling around while youwork with them.

2. Find the “Orbit of the Moon” sheet. Place the Sun model on the spot on the sheet labeled “Sun”. Place theEarth model on the dot labeled “Earth.” Make sure you place the Earth model so that the blue side, repre-senting daylight, faces the Sun. Place the Moon model on top of position 1 on the sheet. Make sure youplace the Moon model so that black side faces the Earth.

3. Keep the following rules in mind throughout this exploration:

• The white side of the Moon should always face the Sun. In order to achieve this, you must not turn orrotate the Moon.

• For a portion of this activity, you will be asked to observe the Moon from the perspective of an observeron Earth. As such, you will need to move out of your chair and crouch down to observe the Moon modelat eye-level from the Earth’s perspective, as shown in Figure 1. You will also need to move around thecircle, to a point directly opposite the Moon model, as shown in Figure 2. For instance, when the Moon isat Position 1, you should observe it at eye-level from Position 5.; when the Moon is at Position 2, youshould observe it from Position 6, and so on.

• When identifying each phase of the Moon, be sure to note whether the Moon is waxing or waning,gibbous or crescent, full or new, or first or third quarter, as appropriate.

4. On Worksheet page S9, answer the questions for Position 1.

5. Without rotating the model, move the Moon counterclockwisefrom position 1 to position 2 along the Moon’s orbital path, asshown in Figure 2. Answer the worksheet questions forPosition 2.

6. Without rotating the model, move the Moon counterclockwiseto the next position along the Moon’s orbital path, as shown inFigure 2. Answer the worksheet questions for the next posi-tion.

7. Repeat step 6 for all of the remaining positions on the “Orbitof the Moon” sheet, until you have completed the entire orbitand are back at Position 1. Be sure to answer all the ques-tions for each position and fill in the diagrams on theworksheet (page S12).

Orbit of the Moon

1

2

3

4

5

6

7

8

Earth

direction of rotation

W E

sun

eye

eye

eye

Figure 2

Figure 1

p.S8SK04561-00

eyeMoon Earth

Earth

Su

n

Name: ______________________

____________________________

Date: _______________________

Class/Period: ________________

___________________________

ACTIVITY #2 WORKSHEET:THE PHASES OF THE MOON AND THE EARTH

Position 1

1. Locate Diagram 1 (“The Moon in orbit as viewed from above”) on pageS12. Use a pencil to fill in the circle at Position 1, so it shows how theMoon model appears at Position 1, when viewed from above.



4. What is the phase of the Moon in Position 1? __________________________________

5. How many days will pass before this phase will be repeated? ____________________________

6. The time period in question 5, above, is the length of a __________________ month.

Position 2



9. The term used to describe the Moon as the lit portion increases is ________ . The term used to describe theMoon as the lit portion decreases is ____________.

10. At Position 2, which side of the Moon is lit — the left or the right? ___________________


Position 3




15. At Position 3, the Moon has now completed __________ percent of its orbit around the Earth.

16. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from position1 to position 3? (HINT: How many days make up 25 percent of the a lunar cycle?)

__________________________________________________________

17. What is the phase of the Moon in Position 3? _______________________________p.S9

SK04561-00

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Position 4



20. What is the phase of the Moon in Position 4? Be sure to note whether the Moon is waxing or waning.

_____________________________________

Position 5





25. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from position

1 to position 5? ___________________________________

26. What is the phase of the Moon in Position 5? _____________________

Position 6



29. As the Moon moves from Position 5 to Position 6, does the lit portion appear to increase or decrease?

_______________________

30. What is the term used to describe your answer to question 29? ______________________

31. What is the phase of the Moon in Position 6? __________________________________________

(continued on next page)

Position 7





36. In an actual lunar or synodic month, approximately how long does it take for the Moon to travel from

position 1 to position 7? ________________________________________

37. What is the phase of the Moon in Position 7? ________________________

Position 8




Position 1 (at completion of orbit)

41. What is the phase of the Moon when it has returned to Position 1? ______________________

42. From new moon back to new moon means that the Moon has completed one __________________ month.

43. Explain why the Moon appears to go through a cycle of phases.

p.S11SK04561-00

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The Sun's Rays

The Earth Viewed From the Moon

1. 3. 5. 7.

Diagram 3

The Moon in Orbit As Viewed From AboveDiagram 1

1.

2.8.

7. 3.

4.6.

5.

Earth

The Moon Viewed From the Earth

8.7.6.5.4.3.2.1.

Diagram 2

Night

Day

ACTIVITY #2 WORKSHEET: THE PHASES OF THE MOON AND THE EARTH (continued)

Instructions for filling out this worksheet are on pages S9-S11.

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