This investigation was about exploring craters and marias on the different sides of the moon using ImageJ and Excel. The kids used 4 images I had downloaded from NASA which showed the northside, southside, nearside, and farsides of the moon. Kids first made observations about the sides, then used ImageJ to measure the diameter of craters and the area of maria on the sides of the moon. They then imported their data to Excel and created graphs.
They analyzed their results and proposed a potential landing site for a spacecraft as well as which phase of the moon would be more beneficial to land during. They were also able to make conclusions about what they learned about the moon's features after their investigation.
All 4 of my heterogeneously grouped classes (82 students) participated and completed the requirements of this investigation. Students required about 2 hours to complete the entire investigation.
Overall, the lesson went really well. Most students, once able to follow the the printed directions I gave them, flew through the measuring of the craters. Most were able to manipulate formulas to calculate averages, then create graphs. Some students were able to complete the entire activity with very little help from me. Once they completed the investigation, they became helpers in the lab and became teachers. I did find that several of the kids were "unwilling" to follow directions, they just wanted to be told what to do. I ran this investigation in a way that kids had to basically "figure" things out. They had used ImageJ with Mona Lisa earlier in the year and new how to use the program. Even with some whining, all the students were able to complete the activity rather successfully.
I would definitely change my direction package for next year. Most of the kids didn't bother using the screen shots and the packet seemed just too "LARGE" for them. I would also include directions for measuring the area of the marias since a different tool on the toolbar is used to measure area and I did not include maria measuring directions in the packet. Crater diameters needed the line tool, while area required the draw tool. I also forgot directions for how to "set measurements" so that when they measure they don't get a bunch of information in the results box that they don't need. Since we needed 2 days in the computer lab, kids needed to reset the scale if they needed to continue measuring. Those directions also need to be added for next year. But other than that, the kids loved using ImageJ and became rather proficient with it. Several students made some observations about the full moon they saw a few days later and how they could see the maria and even knew where to look for the Plato crater! The nearside became very real to them all of a sudden.
I will post sample graphs at a different time since all my student-produced graphs are at school. But here are some sample answers to questions they had to answer.
Sample answers to the "Analyze and Conclude" questions from 2 students.
1. How is the farside different from the nearside? List at least 2 differences.
The nearside has more marias than the farside. The farside has more craters than the nearside. The nearside contains larger amounts of marias and lesser amounts of craters than the farside.
2. On which side of the moon and where would you land your spacecraft? Why would you land in your chosen spot?
I would land on the nearside of the moon. First it is closer to the earth. Second there are less craters so won't fall in any. Finally you will be protected from meteorites. The best place to land spacecraft is on the near side. Marias are large, flat surfaces and they would be great to land on.
3. What phase of the moon should the moon be in to help make your spacecraft landing more successful? Explain your choice.
Full moon because there is more posslible lit space to land on. I think the moon should be full so you have light to land and the complete nearside of the moon will be in view.
4. What can you conclude from your results?
I conclude that the nearside has more marias than any other side. The farside has more craters than any other side. From my results I conclude the south and farside have larger craters. Also I know the nearside has larger marias.
They analyzed their results and proposed a potential landing site for a spacecraft as well as which phase of the moon would be more beneficial to land during. They were also able to make conclusions about what they learned about the moon's features after their investigation.
All 4 of my heterogeneously grouped classes (82 students) participated and completed the requirements of this investigation. Students required about 2 hours to complete the entire investigation.
Overall, the lesson went really well. Most students, once able to follow the the printed directions I gave them, flew through the measuring of the craters. Most were able to manipulate formulas to calculate averages, then create graphs. Some students were able to complete the entire activity with very little help from me. Once they completed the investigation, they became helpers in the lab and became teachers. I did find that several of the kids were "unwilling" to follow directions, they just wanted to be told what to do. I ran this investigation in a way that kids had to basically "figure" things out. They had used ImageJ with Mona Lisa earlier in the year and new how to use the program. Even with some whining, all the students were able to complete the activity rather successfully.
I would definitely change my direction package for next year. Most of the kids didn't bother using the screen shots and the packet seemed just too "LARGE" for them. I would also include directions for measuring the area of the marias since a different tool on the toolbar is used to measure area and I did not include maria measuring directions in the packet. Crater diameters needed the line tool, while area required the draw tool. I also forgot directions for how to "set measurements" so that when they measure they don't get a bunch of information in the results box that they don't need. Since we needed 2 days in the computer lab, kids needed to reset the scale if they needed to continue measuring. Those directions also need to be added for next year. But other than that, the kids loved using ImageJ and became rather proficient with it. Several students made some observations about the full moon they saw a few days later and how they could see the maria and even knew where to look for the Plato crater! The nearside became very real to them all of a sudden.
I will post sample graphs at a different time since all my student-produced graphs are at school. But here are some sample answers to questions they had to answer.
Sample answers to the "Analyze and Conclude" questions from 2 students.
1. How is the farside different from the nearside? List at least 2 differences.
The nearside has more marias than the farside. The farside has more craters than the nearside. The nearside contains larger amounts of marias and lesser amounts of craters than the farside.
2. On which side of the moon and where would you land your spacecraft? Why would you land in your chosen spot?
I would land on the nearside of the moon. First it is closer to the earth. Second there are less craters so won't fall in any. Finally you will be protected from meteorites. The best place to land spacecraft is on the near side. Marias are large, flat surfaces and they would be great to land on.
3. What phase of the moon should the moon be in to help make your spacecraft landing more successful? Explain your choice.
Full moon because there is more posslible lit space to land on. I think the moon should be full so you have light to land and the complete nearside of the moon will be in view.
4. What can you conclude from your results?
I conclude that the nearside has more marias than any other side. The farside has more craters than any other side. From my results I conclude the south and farside have larger craters. Also I know the nearside has larger marias.
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