National Aeronautics and Space Administration
Lunar Image Analysis
An Introduction to Lunar Images
Understanding and Interpreting Surface Features
on the Moon
Teacher Guide
Lunar Image Analysis
An Introduction to Lunar Images
Teacher Guide
Lunar Student Imaging Project (LSIP)
Written By:
Jessica L. Swann, M.Ed.
Wendy Taylor, Ph.D.
Leon Manfredi, M.S.
Elizabeth Dyer
Edited by:
Mark Robinson, Ph.D.
Sheri L. Klug Boonstra, M.S.
Funding provided by:
National Aeronautics and Space Agency
Science Mission Directorate
Brooke Hsu, M.S.
LRO Education and Public Outreach Lead
Goddard Space Flight Facility
National Aeronautics and Space Administration
Lunar Image Analysis
Revealing the Geologic History Through Mapping
NASA Returns to the Moon with LRO:
Lunar Reconnaissance Orbiter At the core of NASA’s future in space exploration is the return to the Moon. Once there, we will build a sustainable long-­term human presence with new spacecraft, robotics and life-­sustaining technologies.
The Lunar Reconnaissance Orbiter (LRO) is an umanned mission to create a comprehensive atlas of the Moon’s features, search for safe and engaging landing sites, identify important lunar resources, and characterize how the lunar radiation environment will affect humans. Image taken by the Lunar Reconnaissance Orbiter Camera facing to the northeast across the north rim of Cabeus crater as the spacecraft rolled 70° to the side. Foreground is about 10 km wide. Credit: NASA/GSFC/ASU.
Lunar Image Analysis is part of the Lunar Student Imaging Project (LSIP), developed for students (grades 5-­12) through a collaboration between the Solar System Education Program and the Lunar Reconnaissance Orbiter Camera (LROC) team at Arizona State University. Apollo and LROC images featured in this activity, and other LSIP lesson plans, are available to browse or download at: http://
lroc.sese.asu.edu.
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Lunar Image Analysis
Grade Level:
5-9
Teacher Guide
Estimated Time Required:
Two 60-minute sessions
Brief Lesson Overview:
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steps in the process of science - making observations. Students will be tasked with identifying lunar
features and determining the geologic history of the area.
The purpose of this lesson is for students to use a hands-on, critical thinking, collaborative approach
to geology. Using observations and inferences students will interpret the geologic processes and
develop a geologic history of the region. Students will:
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NRC DIMENSION 1
SCIENTIFIC AND ENGINEERING PRACTICES*:
Practice 6: Constructing Explanation and Designing Solutions
Practice 7: Engaging in Argument from Evidence
Practice 8: Obtaining, Evaluating, and Communicating Information
NRC DIMENSION 2
CROSSCUTTING CONCEPTS*:
Cause and Effect: Mechanism and Explanation
Scale, Proportion, and Quantity
Stability and Change
NRC DIMENSION 3
DISCIPLINARY CORE IDEAS EARTH AND SPACE SCIENCES*:
Core Idea ESS1: What is the Universe, and what is Earth’s place in it?
ESS1.C: How do people reconstruct and date events in Earth’s planetary history?
*NRC Framework for K-12 Science Education, 2012
Credits: © 2012 Lunar Reconnaisance Orbiter Camera (LROC) Education Program.
This material may be freely distributed for non-commercial use only.
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Relevant Standards and Skills:
National Science Education Standards (NSES)
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1. Use technology and mathematics to improve investigations and communications.
2. )RUPXODWHDQGUHYLVHVFLHQWLÀFH[SODQDWLRQVDQGPRGHOVXVLQJORJLFDQGHYLGHQFH
3. &RPPXQLFDWHDQGGHIHQGDVFLHQWLÀFDUJXPHQW
Content Standard D: Earth and Space Science
The origin and evolution of the Earth System.
21st Century Skills
Learning and Innovation Skills
1. Critical Thinking and Problem Solving
2. Communication
3. Collaboration
Information, Media and Technology Literacy
1. Information and Communication Technology (ICT) Literacy
2. Flexibility and Adaptability
Life and Career Skills
1. Social and Cross-Cultural Skills
National Education Technology Standards (NETS-S)
Research and Information Fluency
1. Students apply digital tools to gather, evaluate, and use information
2. Students process data and report results
Critical Thinking, Problem Solving, and Decision Making
1. Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources.
2. 6WXGHQWVLGHQWLI\DQGGHÀQHDXWKHQWLFSUREOHPVDQGVLJQLÀFDQWTXHVWLRQVIRU
investigation.
National Council of Teachers of Mathematics (NCTM)
Number and Operations
1. Understand numbers, ways of representing numbers, relationships among numbers,
and number systems
2. Understand meanings of operations and how they relate to one another
3. &RPSXWHÁXHQWO\DQGPDNHUHDVRQDEOHHVWLPDWHV
Measurement
1. Understand measurable attributes of objects and the units, systems, and processes
of measurement
2. $SSO\DSSURSULDWHWHFKQLTXHVWRROVDQGIRUPXODVWRGHWHUPLQHPHDVXUHPHQWV
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Materials/Equipment (per pair of students):
‡ Feature ID Charts
‡ /52&:$&(TXDWRULDO0RVDLF
‡ Wet erase marker
‡ LROC WAC LOLA Topographic Map
‡ Student Data Log
Vocabulary:
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Intial Observations
Qualitative Observations
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Concurrent Observations
Quantitative Observations
,QIHUHQFHV Analysis Observations
Bias
Rationale:
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PHWKRG7KHSURFHVVRIVFLHQFHLVRIWHQSRUWUD\HGDVDOLQHDUSURFHVVZLWKDGHÀQHGEHJLQQLQJDQG
endpoint. For many very young students (K-4), the linear process is a good place to start as they
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science begins to develop.
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much more accurate representation of the process as a whole. Each segment will provide a rationale
section, similar to this one, explaining the intent of the lesson along with possible iterations.
As the classroom facilitator, you have have been provided options for how far you intend to take your
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All four paths start with Lunar Image Analysis, which focuses on developing observation skills by
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observations occur throughout the research process.
Starting the Lesson:
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Lunar Reconnaissance Orbiter (LRO) mission and Lunar Reconnaissance Orbiter Camera using the
introductory pages in the Lunar Image Analysis Student Guide. You can have the students read these
pages or present the information using slides, videos and images that can be downloaded from the
NASA’s LRO website (http://lunar.gsfc.nasa.gov/) and LROC’s website (http://lroc.sese.asu.edu).
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Figure 1 -­ Pathways
Lunar Image
Analysis
Data Analysis
Question Moon
Research Design
Pathways Legend
Path 1
Research
Presentations
Path 2
Path 3
Path 4
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Figure 2 - Pathways
Emphasis
Path 1:
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research
Path 2
Developing observation
skills and controlled
experimental procedures
Lessons in the Path
Lunar Image Analysis
Question Moon
Moon Research Design
Moon Data Analysis
Moon Research Publication
Lunar Image Analysis
Moon Research Design
National Standards
Science
Dimension 1: Practices
1, 2, 3, 4, 5, 6, 7, 8
Dimension 2: Concept
1, 2, 3, 4
Dimension 3: ESS
ESS1C
Some types of research:
ESS2A, ESS2B, ESS2C,
ESS2D
Science
Dimension 1: Practices
2,3
Dimension 2: Concept
2, 3, 4
Dimension 3: ESS
ESS1C
Path 3
Lunar Image Analysis
Developing observation
Moon Data Analysis
skills, graphing
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interpretation
Science
Dimension 1: Practices
4, 5, 6
Dimension 2: Concept
1, 2, 3, 4
Dimension 3: ESS
ESS1C
Path 4
Lunar Image Analysis
Developing observation
Moon Research Design
skills, controlled
Moon Data Analysis
experimental procedures,
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graphical interpretation
Science
Dimenstion 1: Practices
2, 3, 4, 5, 6, 7
Dimension 2: Concept
1, 2, 3, 4
Dimension 3: ESS
ESS1C
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Est. # of Class
periods (45 min
segments)
25
5
5
8
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National Aeronautics and Space Administration
Procedure (5 E Application):
Engage:
What can you tell from a picture?
1. Display the landscape picture for all students. Students should make observations of the
image. What are they certain of based on the photo? Can they tell where the photo was
taken?
2. Give students approximately 5 minutes to observe, then discuss as a group.
3. Now ask students what information is missing? If we had to pick an exact location that this
image was taken, what else would we need to do that? (Students should say they need
more observations, more distinguishing characteristics, possibly a wider angle view to see
the area around.
4. Point out that images provide the simpliest means of exploring another world.. We use
images of the Moon to make observations and identify what other information we need.
We zoom in and zoom out to getting better detail or more information about our image.
Let’s look at some of these Lunar images.
Explore:
Identify Surface Features (Hand out Feature ID Charts, Sunlight and Shadows sheet, wet erase
markers, and Student Data Log)
(See Teacher Resource #1 and #2 for an orientation of these materials)
1. Before distributing materials, have students brainstorm analagous features they know exist
on Earth that may also exist on the Moon. This will help students build knowledge and
make connections to previous knowledge throughout the activity.
2. Familiarize and distribute Feature ID Charts, Sunlight and Shadows sheet, and LROC
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3. Have students use wet erase markers to identify features on laminated images. Have
students initially work with one image.
4. After ~10-15 minutes, have students trade images they have analyzed so other students
can make observations of other images.
a. End this part of the activity with a discussion of features observed in images
b. $VNVWXGHQWVWRUHFRUGWKHLGHQWLÀHGIHDWXUHVLQWRWKH6WXGHQW'DWD/RJDQGWKH
geologic processes involved in their creation.
Teacher Tip:
The observations students will make here are most likely considered “everyday observations.” This
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even when the students appear to be done and off task will allow them to make better observations,
however students may need more content knowledge about the topic they choose before they can
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Determine the Relative Ages of Features +DQGRXW/XQDU&UDWHU&ODVVLÀFDWLRQ&UDWHU'HQVLW\DQG
Relative Age Dating Principles sheets). (See Teacher Resources #2)
1. Before distributing materials, discuss with students how they may know when one feature
is older or younger than another. This discussion will help students build knowledge and
make connections to previous knowledge throughout the activity.
2. )DPLOLDUL]HDQGGLVWULEXWH5HODWLYH$JH'DWLQJ7HFKQLTXHKDQGRXWWRVWXGHQWV
3. Have students use erasable markers to identify relative ages of features on the original
image they were working with. Have students at least label the “oldest” and “youngest”
feature. Students can then identify relative ages of other features with respect to the
oldest/youngest feature.
4. After ~8-10 minutes, have students discuss the relative ages of features on their image with
other groups. Students should discuss the geologic history (what has happened in their
area of the Moon) as part of their discussion.
5. Ask student to go back to their Student Data Log and include the order of which the
features have occurred in the Relative Age column and the evidence they used to
determine this rank in the Evidence column.
Making Measurements (Hand out rulers and the Student Data Log - Measurements sheet)
1. Prior to starting this segment, take your students for a walk around the school. Choose a
known distance in meters (you can borrow a Measuring Tape Wheel from your Track and
Field coach to measure out the distance ahead of time.)
2. When your class returns, ask them how far they think you walked. Write these numbers on
the board. One of the goals of Task 4 will be to help students understand the concept of
scale. You will revisit these later.
3. The students will use the directions in Task 4 to make conversions and measurements in
WKHLU/52&:$&(TXDWRULDO0RVDLFLPDJHDQGUHFRUGWKHPRQWKHLU6WXGHQW'DWD/RJ
Measurement sheet.
Explain:
Identify Surface Features:
‡ End this part of the activity with a discussion of features observed in images
Determine the Relative Ages of Features:
‡ After ~8-10 minutes, have students discuss the relative ages of features on their image with
other groups. Students should discuss the geologic history (what has happened in their
area of the Moon) as part of their discussion.
Making Measurements:
‡ Review the distances of your walk on the board. Ask students which is more likely the
correct distance. To get a sense of how large a feature is compare it to the distance they
walked. How many times would they need to take that walk to walk all the way across the
feature?
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Elaborate:
1. +DYHVWXGHQWVWDNHWKHLUOLVWRIJHRORJLFIHDWXUHVWKH\KDYHLGHQWLÀHGRQWKH0RRQDQG
make a list of similar Earth geologic features and their locations.
2. Compare and contrast the geologic features on both planets.
3. Present a hypothesis as to why the geologic features might differ.
Evaluate:
Identify Surface Features:
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processes involved in their creation.
Determine the Relative Ages of Features:
t Ask students to go back to their Student Data Log and include the order of which the features have occurred in the Relative Age column and the evidence they used to determine
this rank in the Evidence column.
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need to understand a topic very well. To do that, they will need to establish a topic that
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topic.
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Establishing a Research Topic
Materials Needed:
‡ Task 5 Sheet (Establishing a Research Topic)
‡ Background Research Sheets
‡ Index cards (3”x5”)
‡ Markers
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about 3-5 minutes doing this and can come up with topics from any aspect of lunar exploration or
geology that interests them.
Encourage Student Discussions!
2. As a class, the students will need to debate and establish their research topic of interest. Should the class be evenly split on this decision, they could possibly combine the two topics to establish a relationship.
3. After the students have established a topic, they will need to do some research about it. The goal is to learn how the feature forms, where they are typically found, if there are similar features on Earth or other planetary bodies, and how they are the same or different to feature on Earth or other planetary bodies. They will become experts on their topic. This understanding will help WKHVWXGHQWVPDNHVFLHQWL¿FREVHUYDWLRQVLQWKHQH[WDFWLYLW\)RUH[DPSOHWKHLUREVHUYDWLRQVZLOO
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FUDWHUVFUDWHUVDUHOHVVWKDQNPZLGHDUHJUHDWHUWKDQNPZLGHDOORIWKHPRGL¿HGODFN
a central peak, etc.” Photocopy as many Background Research sheets as they will need.
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4. Students may need help getting started with their research. Here are a couple of sources they can use to learn more about their topic of interest:
‡ http://www.lroc.asu.edu/lrolive/#loc=video&category=sci&vid=102
‡ http://www.lpi.usra.edu/lunar/moon101/
‡ http://lroc.sese.asu.edu/news/index.php?/categories/2-Featured-Image
‡ http://wms.lroc.asu.edu/lroc_browse
‡ http://lunar.gsfc.nasa.gov/moonfacts.html
‡ KWWSOXQDUJVIFQDVDJRYIDTKWPO
‡ http://nssdc.gsfc.nasa.gov/planetary/factsheet/moonfact.html
‡ http://www.nasa.gov/multimedia/videogallery/index.html?media_id=135568801
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WRPDNHVFLHQWLÀFREVHUYDWLRQVDERXWWKHLUVHOHFWHGWRSLFDVRSSRVHGWRHYHU\GD\REVHUYDWLRQV,W
will be important to point out to the students that the primary difference between these types of
observations is the understanding of the topic. A scientist who understands how craters are formed
will notice a crater(s) with a different pattern or shape, or possibly even different features that are not
common to the crater. Simply observing that a crater exists is an everyday observation.
Choosing a Final Research Topic
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the potential discussion and will allow them to group topics or concepts. It may be helpul to use
LQGH[FDUGVIRUWRSLFVDQGVFLHQWLÀFREVHUYDWLRQV7KH\PD\HYHQÀQGWKH\FDQLQFRUSRUDWHDFRXSOH
of topics of interest for primary and secondary science. Allow the students to debate and come to
DFRQVHQVXVRQWKHÀQDOWRSLFIRUUHVHDUFK7KLVLVDQRSSRUWXQLW\WRH[SHULHQFHDXWKHQWLFVFLHQFH
and debate. Scientists typcially do not work individually, but discuss ideas and interesting topics for
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conducting an investigation. The dominant activities in this
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to further experiments and observations or to changes in
proposed models, explanations, or designs. Scientists and
engineers use evidence-based argumentation to make
the case for their ideas, whether involving new theories or
designs, novel ways of collecting data, or interpretations
of evidence. They and their peers then attempt to identify
weaknesses and limitations in the argument, with the
XOWLPDWHJRDORIUHÀQLQJDQGLPSURYLQJWKHH[SODQDWLRQRU
design.” (NRC Framework, pg 46.)
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Further Extensions:
PATHWAY 1: PARTICIPATING IN THE LUNAR STUDENT IMAGING PROJECT:
This activity can be used as an introduction to participation in the Lunar Student Imaging Project
(LSIP). The Lunar Student Imaging Project allows students to conduct research about the Moon
using the LROC WAC visible images from the Lunar Reconnaissance Orbiter spacecraft.
PATHWAY 2: RESEARCH DESIGN
For this pathway, students will have the opportunity to design a research project using a provided
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PATHWAY 3: DATA ANALYSIS
For this pathway, students will have the opportunity to collect data and graph the data using a
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PATHWAY 4: RESEARCH DESIGN AND DATA ANALYSIS
For this pathway, students will have the opportunity to design a research project, collect data, and
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References:
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A
revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Lantz, H.B. (2004). Rubrics for Assessing Student Achievement in Science Grades K-12. Corwin
Press: Thousand Oaks, CA
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education
Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education.
Washington, DC: The National Academies Press.
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Teacher Resource #1
Title: Names the general region where
the image is located on the Moon.
Latitude and Longitude: Exact location
of this image on a map of the Moon.
LROC WAC with LOLA elevation:
Colorized elevation of the surface of the
Moon.
LROC WAC Equatorial Mosaic: The
long, rectangular image of the Moon.
Mosaic of LROC WAC images.
Context Image: Shows the area
VXUURXQGLQJWKH/52&:$&(TXDWRULDO
Mosaic.
SUNLIGHT AND SHADOWS
The Sunlight and Shadows sheet will help students
to identify features in their LROC WAC Mosaic by
orienting them to how shadowing is used to identify a
raised or carved feature. Some students may need
additional practice with this concept using concrete
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discover how the lighting works with the cup turned
right-side up and up-side down.
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Teacher Resource #2
FEATURE IDENTIFICATION CHARTS
The Feature ID Charts will help students learn
the names of different geologic features on the
Moon. They also provide information on how
features form. The information at the top of each
chart indicates what geologic process the listed
features are associated with. There are many
other features students may observe in images
that are not included on these charts. Encourage
students to share other features they may know.
RELATIVE AGE HANDOUTS
Students will be able to use the Crater
'HQVLW\/XQDU&UDWHU&ODVVLÀFDWLRQ
Relative Age of Craters, and Relative Age
Dating Principles sheets to identify what
features are older or younger. This will
help them better understand the geologic
history of the surface.
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Observing the position of shadows and sunlit areas on the
0RRQҋVVXUIDFHZLOOKHOS\RXLGHQWÀ\DUHDVRIpositive (high)
relief like volcanoes and ridges, and negative (low) relief
like craters and fractures.
See the key below for some pointers on what to look for as
you start working with lunar images.
When the Sun is low in the horizon, light strikes the surface at
low angles making long shadows. This geometry enhances
surface features (image at right).
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Apollo Image AS15-M-1555 [NASA/JSC/ASU]
Sunlight and Shadows
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/XQDU&UDWHU&ODVVLÀFDWLRQ
What types of craters are found on the Moon?
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By identifying the type of crater, we can start to understand more about how and when the crater
formed.
Here are the basics:
crater rim
1.
Simple Craters have
‡
‡
‡
‡
‡
2.
Complex Craters have
‡
‡
‡
‡
‡
3.
Secondary Craters are
‡
‡
‡
ejecta blanket (not all craters
have an ejecta blanket)
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may have ejecta
GLDPHWHUVPDOOHUWKDQ kilometers (6-12 miles)
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have slumped inward)
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may have ejecta
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kilometers (6-12 miles)
central peak (not all craters
have a central peak)
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craters
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from larger impacts
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Relative Age of Craters
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These three categories give clues about the history (or relative age) of the crater. We cannot identify
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history.
Simple Craters (<15 km diameter)
[NASA/GSFC/Arizona State University]
Young
‡ bright ejecta around
crater, sometimes forms
rays
‡ sharp rim around whole
crater
‡ bowl shape, little to no
material at bottom
Middle Age
‡ not surrounded by bright
ejecta
‡ rim appears more
rounded
‡ has some material at the
bottom
©LROC E/PO
Old
‡ rim is very rounded
‡ may have younger crater
on/in crater
‡ may be almost complete
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19
National Aeronautics and Space Administration
Relative Age of Craters
&UDWHU&ODVVLÀFDWLRQV
:HFDQFODVVLI\LPSDFWFUDWHUVLQWRWKUHHJHQHUDOFDWHJRULHVRUFODVVLÀFDWLRQVEDVHGRQWKHLUDSSHDUDQFH
These three categories give clues about the history (or relative age) of the crater. We cannot identify
WKHH[DFWDJHRIDFUDWHURQ0DUVEXWUHODWLYHDJHVIRUGLIIHUHQWFUDWHUVFDQKHOSXVGHYHORSDVHTXHQWLDO
history.
Complex Craters (>15 km diameter)
[NASA/GSFC/Arizona State University]
Young
‡ bright ejecta around
crater, sometimes forms
rays
‡ raised rim around whole
crater
‡ very prominent central
peak
‡ no/few crater in or on the
rim of the crater
Middle Age
‡ not surrounded by bright
ejecta
‡ more craters in or on the
rim of the crater
‡ central peak may not be
as prominent
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Old
‡ rim appears rounded and
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around whole crater
‡ heavily cratered in and
on the rim of the crater
‡ central peak may no
longer be visible
20
National Aeronautics and Space Administration
Crater Density
Which surface is older?
Surfaces with high crater density
‡
‡
‡
‡
‡
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+DYHEHHQH[SRVHGWRPHWHRULWHLPSDFWVIRU
a very long time (possibly billions of years)
+DYHDFFXPXODWHGFUDWHUVWKDWFDQ totally cover an entire area
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destroyed)
Are older surfaces!
Based on current evidence, scientists assume that:
A.
B.
In general, meteorites strike all regions of a
planetary body at the same rate, that is, they
don’t strike one area more than another
Over time, surfaces can become completely
covered by craters- this is called “crater
saturation” - (new craters form on top of older
craters until the surface is completely covered)
2.
Surfaces with low crater density
‡
‡
‡
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VXFKDVODYDÁRZVDQGVHGLPHQWV
6KRZVLPLODUFUDWHUSUHVHUYDWLRQ often preserved craters
‡
Are younger surfaces!
Direction of sunlight striking the surface.
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Apollo Image AS15-M-2489 [NASA/JSC/Arizona State University]
1.
Apollo Image AS15-M-2211 [NASA/JSC/Arizona State University]
Impact cratering is an important geologic process on almost all planets
and moons of our solar system. On the Moon, impact cratering is the
most common surface process.
We can use crater densityRUWKHQXPEHURIFUDWHUVLQDVSHFÀFDUHDWRHVWDEOLVKWKHrelative age
of a planetary surface. The number of craters on a surface increases with the length of time that this
surface was exposed to space. To calculate crater density, count up the number of craters on two
areas of the same size. The area with the most craters will likely, not always, be the older of the two.
21
National Aeronautics and Space Administration
Relative Age Dating
Principles
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Cross-Cutting Relationships
‡
‡
A crater (or any other feature) can be
cut by another feature
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than the feature that cut it
A large fracture (younger) cross cuts a ridge
(older); note a smaller fracture that is also cut by
the main fracture.
Fractures are cracks in the surface that formed
when the Moon’s rocky crust was pulled apart.
2.
‡
fracture
rid
ge
Principle of Superposition
‡
:KHQDIHDWXUHLVRQWRSRI another feature, the feature on top
is usually younger
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oldest feature
Crater #1 is underneath crater #2 (and many other
smaller craters) and is therefore, the older of the
two.
The tiny crater #3 is on top of crater #2 (or inside)
so it is the youngest of all.
2
Apollo Image AS15-M-0084 [NASA/JSC/Arizona State University]
1.
Apollo Image AS15-M-0415 [NASA/JSC/Arizona State University]
Scientists use two basic relative age dating principles (rules) to help determine the relative age of
craters or other features on a surface. Here are the two rules with examples. The Sun icon(
)
shows the direction of sunlight striking the surface and may be different in each image.
©LROC E/PO
3 tiny
crater
1 large
crater
22
National Aeronautics and Space Administration
Supplemental #1
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Based on the &UDWHU&ODVVL¿FDWLRQ information sheet, classify the craters below. Be sure to H[SODLQ\RXUUHDVRQLQJIRUHDFKFODVVL¿FDWLRQ
CRATER
IMAGE
CRATER CLASSIFICATION
(Simple, Complex, Secondary &
3UHVHUYHG0RGL¿HG'HJUDGHG
EXPLAIN YOUR REASON
Crater A
Crater B
Crater C
Crater D
Crater A
Crater C
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Crater B
Crater D
23
National Aeronautics and Space Administration
Supplemental #2
Relative Age Dating Principles
Based on the two relative age dating principles (cross-­cutting relationships and superposition), write your interpretation of the relative ages of the features in the following images. Credit: AS15-­M-­2082 NASA/JSC/ASU
➢➢
N
Krieger Crater, Moon
Oldest Crater:
C
Younger Crater: Youngest Crater:
Please explain your answers:
B
Which principle(s) did you use to choose your answer?
A
10 km
➢
2. A
Credit: AS15-­M-­2082 NASA/JSC/ASU
1. Aristarchus-­Prinz region, Moon
Oldest Feature:
Younger Feature: Youngest Feature:
B
10 km
10 km
Please explain your answers:
Which principle(s) did you use to choose your answer?
C
B
©LROC E/PO
24
National Aeronautics and Space Administration
Supplemental #1
Classifying Craters
Sample Answers
CRATER
IMAGE
CRATER CLASSIFICATION
EXPLAIN YOUR REASON
(Simple, Complex, Secondary &
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5DLVHGFLUFXODUULPVZLWKERZOVKDSH
HMHFWDYLVLEOHFUDWHUORRNVQHZ
Crater A
Simple & Preserved
Crater B
&RPSOH[
Degraded
Crater C
6LPSOH6HFRQGDU\
Crater D
Simple & Preserved
5LPQRORQJHUUDLVHGDQGFUDWHUÀRRUÀDW
UHPQDQWRIDFHQWUDOSHDN
6PDOOFOXVWHURIFUDWHUVDUUDQJHGLQD
OLQHVLPSOHVWUXFWXUH
5DLVHGFLUFXODUULPVZLWKERZOVKDSH
VRPHHMHFWDYLVLEOHFUDWHUORRNVQHZ
➢
➢
Crater A
Crater B
➢
➢
Crater C
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Crater D
25
National Aeronautics and Space Administration
Supplemental #2
Relative Age Dating Principles
Sample Answers
Credit: AS15-­M-­2082 NASA/JSC/ASU
➢➢
N
C
B
Oldest Feature:
C
Younger Feature: B
Youngest Feature:
A
Please explain your answers:
7KHFKDQQHO%LV\RXQJHUWKDQFUDWHU&VLQFH
LWFXWVLW&UDWHU$LVWKH\RXQJHVWVLQFHLWVLWVRQ
WRSRIFUDWHU&DQGWKHFKDQQHO
A
10 km
➢
Which principle(s) did you use to choose your answer?
3ULQFLSOHRI6XSHUSRVLWLRQ
2. Aristarchus-­Prinz region, Moon
A
Credit: AS15-­M-­2082 NASA/JSC/ASU
1. Krieger Crater, Moon
Oldest Feature:
Younger Feature: B
Youngest Feature:
A
C
B
Please explain your answers:
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FKDQQHO & LV \RXQJHU VLQFH LW FXWV DFURVV WKH
VXUIDFHDQGWKHYDOOH\%FXWV&DQGLV\RXQJHVW
10 km
10 km
C
B
Which principle(s) did you use to choose your answer?
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26
National Aeronautics and Space Administration
Expert
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Intermediate
Beginner
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*Differentiates between
common features and
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the Moon and begins
hypothesizing about why
these features appear or
establishing patterns.
*Illustrations of these
features demonstrates the
connection to a possible
pattern.
*Explains the differences
between the common
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knowledge
*Differentiates between
common features
associated with a surface
feature on the Moon, and
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and common features of the
Moon.
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between the common and
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Moon that are both common
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*Illustrates each feature.
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using correct terminology
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descriptions
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Moon.
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descriptions.
Debate Skills
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Debate Skills Rubric
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arguments in which the
claims are not consistent
with the evidence given
using the claims, evidence,
and reasoning model.
([HPSOLÀHVVFLHQWLÀF
discussions to allow
for differing opinions,
observations, experiences,
and perspectives.
*Uses self-created
hypotheses to explain the
meaning in observations.
*Uses claims, evidence, and
reasoning.
([HPSOLÀHVVFLHQWLÀF
discussions to allow
for differing opinions,
observations, experiences,
and perspectives.
*Infers the meaning of
the observations (starts
hypothesizing).
*Explains reasoning
behind agreement and/
or disagreement with
participants.
*Uses claim and reasoning
portion of the model.
*Generates a claim.
*Participates in
discussion.
*Uses previous
knowledge to support a
claim in discussion.
*Agrees and/or disagrees
with participants.
©LROC E/PO
27