Changing Minds

” Be very, very careful what you put in that head because you will never ever get it out.”

– Attributed to Thomas Cardinal Wolsey (b 1473, d 1530)

Take a moment to think about what you know about the world and universe about you.  How does it work?  What sorts of things do you wonder about?  Do you wonder what it means when you hear about a “super moon” or a “blood moon”?  When you see a beautiful image with a huge moon suspended over a mountain lake or city skyline do you wonder where you have to go to see such a sight?  Which part of the moon is the “dark side”?  And what does that mean anyway?  Are the phases of the moon because the Earth’s shadow is blocking sunlight from reaching that part of the moon?

Several times a year I have the opportunity to visit and present at science methods classes for students enrolled in teacher credential program at several universities in the Bay Area.  One of the goals of the visit is to demonstrate to these future teachers how they can engage their students in hands-on, inquiry-based astronomy activities.  Usually this is an eye-opening experience for the students, as the usual way of teaching astronomy in a K-12 classroom is to read the book, do the worksheets, and watch the videos with images from the Hubble Space Telescope.  Unfortunately, or perhaps fortunately for me, this is not how people actually learn science.  Science is something you have to do to learn.  Science is a verb.

At the end of each session I ask the students to briefly reflect on what they experienced in the format “I used to think…, but now I know…”  These reflections are at times, illuminating.  Here are some examples:

I used to think the phases were the Earth’s shadow on the moon, but now I know it’s the second half of the moon not lit up because the first half is lit.

I used to think a solar eclipse would happen once every several years, but now I know that it happens twice a year.

I used to think that the earth’s shadow caused the moon phases, but now I know it is also the moon’s shadow as well.

I used to think the moon only circled once a year, now I know it circles much faster.

I used to think that eclipses were caused by the Earth’s shadow, but now I know that a lunar eclipse is caused from the moon’s shadow and a solar eclipse is caused by the moon’s shadow.

I used to think solar system was best learn through reading and visuals and that’s how I was taught in school; now I know its best learned by engagement by student doing hands-on, 1st hand learning.

 I used to think science was boring; but now I know its all in how you teach it.

 I used to think that science was too challenging for many young kids and that many of them found it uninteresting; but now I know that its really fun and lots of kids love it!

 I used to think that astronomy was all facts and images; but now I know its awesomely possible to have it hands on.

 I used to think that astronomy was just book facts; now I know that there is a lot of opportunity for INQUIRY!

I used to think prior knowledge was always useful, but now I know that sometimes it can get in the way.

Some of the reflections demonstrate more sophistication than others, and some indicate the engagement in a brief activity did nothing to dissuade them from their misconception.  Some movement is indicated, but they are still holding on to their old ideas.  If you think about it, I bet most of you could figure out which comments came from prospective elementary teachers, and the ones from those going into secondary science teaching.  By and large, secondary science teachers have a greater depth, and usually breadth as well, in their understanding of science compared to their elementary bound colleagues.

Produced almost twenty years ago, the video A Private Universe demonstrated how people construct meaning for phenomena, and hold their misconceptions even in the face of contrary evidence.  It also shows how moving people to a more accurate mental model requires active engagement in modeling, analyzing, questioning, and basing their arguments on evidence.  These practices of science and much more are codified in the Next Generation Science Standards, now adopted by many states and under consideration by many more.  When given the opportunity to actively engage in science taught in the context of the NGSS, learners of all ages are far more likely to hold a more accurate mental model of how the universe operates.

The real take home message here is teachers at all levels, but particularly at the elementary level, need access to the resources, and the professional development that goes along with the resources, so they can better enrich their students’ minds and lives with the wonders of the universe.  If we want science literate citizens in our nation, then ALL of the teachers they encounter during their formative years need to have even greater scientific literacy, along with the resources and time to engage their students in science investigations.

Thinking about the questions posed at the beginning of this post, how did you answer?  At what point in your life did you settle on your answers?  Where did those ideas come from, and have you had to change your mental model at some point?  How difficult was it to change?  What had to happen to facilitate the change?  Now think about placing yourself in the position of helping 30+ young learners, all at the same time, cope with these same questions, guiding them so they will create their own accurate mental models of how the universe operates.  It seems kind of daunting, doesn’t it?

The next time you see a teacher, thank them for what they do, and for taking on the responsibility of correcting existing misconceptions, and not creating new ones for someone else to deal with later.  And the next time you have a chance, cast your vote for candidates who support teachers and education.  With enough support, teachers will have the resources and opportunities to implement them for the benefit of students.

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The Eclipses of October

Twice a year, the geometry of the Sun-Earth-Moon system brings the three bodies into alignment, causing the circumstances leading to solar and lunar eclipses. For viewers in North America, October 2014 features the chance to see both: a total eclipse of the Moon on October 8, and a partial eclipse of the Sun on October 23.

Viewable from anywhere on the nighttime side of Earth, an eclipse of the Moon occurs when the Moon passes through Earth’s shadow. A partial lunar eclipse takes place when only part of the Moon is shadowed from the light from the Sun. In the early morning hours on Wednesday, October 8, the Moon will find itself entirely engulfed by shadow.  Here in San Francisco, the Moon will start passing through Earth’s umbra, the darkest part of the shadow at 2:15am PDT, with totality beginning at 3:24am and lasting just over an hour until 4:25am.  The Moon completely leaves Earth’s umbra at 5:35am.

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Two weeks later, on Thursday, October 23, the Moon will pass between the Earth and Sun, obscuring a portion of the solar disc. Conveniently timed in the mid- to late-afternoon, almost everyone in North America will have an opportunity to view this partial solar eclipse.  Starting at 1:52pm PDT for San Francisco, the eclipse will last until 4:32pm.  The maximum eclipse is at 3:15pm, with 39% of the Sun covered by the disc of the Moon.  The centerline of the Moon’s shadow on Earth follows a path almost due north from Alabama through Indiana and Michigan up to Hudson’s Bay, then curving across the Canadian Arctic, over the Arctic Ocean north of Alaska, then across eastern Siberia and heading out to sea at the southern tip of the Kamchatka Peninsula. Observers in the Canadian Arctic will see the Moon obscure over 70% of the Sun.

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Modeling Eclipses

 Try this:

 Take a 1-inch diameter ball (the Earth), and a ¼-inch diameter bead (the Moon). Attach them 30-inches apart on a yardstick or other object. In the middle of a darkened room set up a single light bulb or flashlight in candle mode to serve as the Sun. Line up the “Earth” and “Moon” with the “Sun” to make a lunar eclipse where the bead is in the shadow cast by the larger 1-inch ball. Try using a piece of white paper as a screen behind the bead so you can see where the shadow is so you can make an alignment. How much of the Moon is potentially covered by the Earth’s shadow? Try making a partial lunar eclipse. If the Moon were not in the Earth’s shadow, what phase would you observe from Earth?

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Now reverse the model and try making a solar eclipse where the shadow of the bead falls on the 1-inch ball. Is everyone on the Earth able to observe a solar eclipse? What phase of the Moon do you observe at the time when a solar eclipse is possible?

A couple of other interesting questions: why do lunar and solar eclipses only take place twice during the year? And, why do solar and lunar eclipses come in pairs with two weeks in between each event?

 This fall’s eclipses only serve to whet our appetites for the total solar eclipse taking place on Monday, August 21, 2017. The first total solar eclipse visible from North America in many years, even those not in the path of totality will see a partial solar eclipse. Note that the May 2012 solar eclipse visible from much of North America was an annular eclipse, where the Moon was closer to apogee, thus smaller in the sky than the Sun, only partially obscuring the Sun, leaving a “ring of fire” around the lunar disc.

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You can find additional information, diagrams, and tables of eclipse times for your location at the NASA Eclipse Website at:

http://eclipse.gsfc.nasa.gov/eclipse.html

or on Fred Espanek’s website at:

http://www.mreclipse.com/MrEclipse.html.

***Be sure to use save solar viewing practices!***

You can find information on how to safely view the Sun (even during eclipses!) at: http://eclipse.gsfc.nasa.gov/SEhelp/safety.html

or

http://sunearthday.nasa.gov/2012/transit/viewing.php

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Growing up with Ray Bradbury (originally posted in June 2012)

One of my summer rituals while growing up was reading Dandelion Wine.  This wonderful novel by Ray Bradbury is one of my all time favorite books, and it always set the tone for my summers after I discovered it sometime in junior high.  While I am really nothing like Douglas in the novel, the stories of his adventures spurred my imagination and transported me far away from where I lived in Wenatchee, Washington, a town not too unlike Green Town, Illinois of the novel.

This past week, Ray Bradbury died, leaving a legacy of imagination and insight.  In many ways his writings anticipated much of what we now know and take for granted.  One retrospective called him one of the trinity of science fiction writers: Heinlein, Asimov and Bradbury.  While this is pretty heady company, and well deserved, Bradbury’s writings for me were significantly different.  For me, he is more akin to Arthur C. Clarke, who, you could argue, deserves a place in the pantheon of greatest science fiction writers.  In some ways it is Bradbury and Clarke who anticipated more realistically the human condition and its response to the changes wrought by future technology.  It was this ability to capture an individual’s wonder and for readers to put themselves into the narrative which set Bradbury’s stories apart.  The scene at the end of The Martian Chronicles makes this incredibly clear.  A family sets out to go see the martians…

“I’ve always wanted to see a Martian,” said Michael.

“Where are they, Dad? You promised.”

“There they are,” said Dad, and he shifted Michael on his shoulder and pointed straight down.

The Martians were there. Timothy began to shiver.

The Martians were there–in the canal–reflected in the water. Timothy and Michael and Robert and Mom and Dad.

The Martians stared back up at them for a long, long silent time from the rippling water. . . .

In some ways we have lost as a society the ability to see ourselves, or perhaps to make the shift to see ourselves differently, to dream of the future.  In the current political and economic climate of our country, our ability to dream is getting taken away.  As a people, as humans, we need to have the ability to look out and see the world and universe as it could be.  To explore, to go to the undiscovered country and see what there is, and perhaps make a better life.  It is in our nature to dream and explore.  And to kill this part of our nature is to sentence our country and even all of humanity to extinction and oblivion.  It is up to us to insist our leaders embrace the dream, to once again allow people to see themselves as part of the dream, and to think one day the dream will become reality.

One of our most eloquent voices this century is Neil deGrasse Tyson.  Here is Tyson talking about the importance of dreaming, and how NASA is the one government agency which actively promotes dreaming:

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Finding Perspective and Meaning with the Moon

A couple years ago, the theme for the annual International Observe the Moon Night was “What does the Moon mean to me?”  Expressing meaning can take a lot of forms, most of them in the form of stories.  Humans have long told stories about the Moon and what it means to them, their social and religious groups, and civilization in general.  As we learn more about the Moon, it turns out the story incorporates much more than the personal or anthropomorphic aspects we impose on this object in the sky.  The story is one of exploration and science, as the Moon has its own story to tell about its creation and relationship to the solar system and beyond.  From this perspective, exploration is really just learning the story a place has to tell.  And at this point in history we are starting to learn the language the story is in, and discovering how to ask the right questions.

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When I was young, my father brought home from work a poster of a photograph with the caption “Historic First Photo of Earth from Deep Space.”  This image taken by the Lunar Orbiter 1 reversed the perspective we normally enjoy, showing a crescent Earth suspended above a lunar landscape.  While significant, this initial look at the Earth from space did not enter the collective human consciousness with the same depth as a similar image taken by the astronauts aboard Apollo 8 a little over two years later.  A few years later, the crew of Apollo 17 in December 1972 took the iconic image of the Earth as an entire world.

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It is unknown who first looked up and pondered the Moon.  There are no records.  As their art attests, the Moon was important to ancient peoples.  Cave drawings over 20,000 years old are the first definitive representations of the Moon and its cycle of phases.  Bone carvings from 10,000 years earlier have groupings of 29 distinct notches, possibly marking the days of the lunar cycle.   People needed to mark time, a means to predict the movements of the herds they hunted, and the ripening of the wild plants they gathered.  As people started to live a more agrarian lifestyle it became necessary to track when to plant crops and harvest, or when to move livestock before the onset of winter storms.  The lunar cycle formed the basis for early calendars, an artifact we continue to use every “moonth.”

The importance of the Moon to early civilizations led to its inclusion in the religions of day, with deities and celebrations tied to the Moon and its cycle.  People told stories about the Moon, attributing its presence and phases to the actions of gods and heroes.  They saw images in the pattern of craters and maria on the Moon’s surface, and imagined they were there to help in the telling of their stories.  The Moon became important in the myths and legends and deeds of adventurers and monsters on Earth, as the Moon, particularly when full, brought on transformations both physical and psychological. In our modern age we still tell such stories, and though generally recognized as fantasy, the Moon has a prominent role in, amongst others, the popular Harry Potter and Twilight series of movies, with humans transforming into werewolves at the sight of the full Moon, and the light of the Moon having magical qualities.  People continue to have a sense of the magical when finding themselves on a dark night lit only by the Moon.  Romantic scenes in real life as well as in film commonly involve a moonlit night.  The Moon is also associated with human psychological behavior, as we commonly refer to irrational acts as “lunacy.”

So even in our modern scientific age, myths and legends persist, with the Moon figuring in misconceptions about its appearance and effect on human behavior.  From time to time the Moon is the subject of hoaxes and misunderstandings of physical reality, becoming a part of modern legends.  For instance a few years ago an image was circulated on the Internet of the crescent Moon and setting Sun from the North Pole.  Amongst the many erroneous elements in the image was an incorrect understanding of the scale size of the Sun and Moon, as well as the observed positions of both from the claimed reference point.  Other misunderstandings surrounding the Moon include the Mars hoax, which for several years after the 2003 Mars opposition claimed the planet Mars would appear as large as the full Moon on August 27.  On August 27, 2003 Mars made its closest approach to Earth in 60,000 years, coming to within 56 million kilometers.  While the naked-eye view was far smaller than that of the Moon, the close opposition provided great views through even backyard telescopes.  Every year thereafter the hoax has made the rounds of the Internet, saying Mars would (again) be as large as the full Moon, ignoring everything known about orbital dynamics, distance and scale.  Another misconception involving scale is the Moon illusion, where the Moon appears larger when it is rising then when overhead.  If measured even informally, it is easy to demonstrate the apparent size of the Moon in the sky remains relatively constant.  Observable differences in measurable size do exist owing to the elliptical nature of the Moon’s orbit around the Earth, though differences are usually small.  Approximately once every 14 months the full Moon coincides with perigee, the closest point in the Moon’s orbit to Earth.  At these times a “super” or perigee Moon will appear up to 14% larger and 30% brighter than “normal.”  The last instance of a “super” Moon was in September 2014.  Other common misconceptions include the idea the Moon has a “dark side” which never experiences sunlight.  Related to this is the notion the Moon does not rotate because we always see the same side.  In fact, the Moon does rotate, with its rotational period equivalent to its period of revolution around the Earth.

Try this: take one quarter and four pennies.  Place the quarter on a tabletop with the pennies surrounding it equally to the top, left, bottom and right.  Orient the pennies so the top of Abraham Lincoln’s head is always pointed directly at the quarter.  In this model the Moon revolves around the Earth in a counter-clockwise direction. Compare the direction Lincoln is looking in each position.  Relative to a set point outside the Earth-Moon system, has the Moon rotated?  If the Moon were not rotating, how much of the Moon would we see from Earth during a “moonth?” Compare how much of the Moon one would see from Earth in the scenario in the top photo with how much one would see from Earth in one below.

figure 4 rotation image 4The same side of the Moon always faces the Earth, is the Moon rotating?

figure 5 rotation image 3Is the Moon rotating?  How much of the Moon would we see from Earth if the Moon always faced the same reference point in space?

Another very persistent hoax has to do with the Apollo mission lunar landings.  Many people insist the landings were faked, and actually took place on a Hollywood sound stage, or at Area 51.

All of these stories ignoring or stretching the truth have served to distract people from the very real science taking place.  The story of the Moon emerging from modern science and the explorers, human and robotic, which have landed and/or orbited the Moon is every bit as exciting and fantastic as those told by our ancestors sitting around their fires.

In 1865 Jules Verne published his novel From the Earth to the Moon.  One of the first science fiction novels, the book piqued the imagination of many people, and inspired authors such as H.G. Wells, and the first science fiction film A Trip to the Moon, produced in 1902.  These served to propel into the imagination the idea of the Moon as a place to actually travel to and explore.  Throughout the early to mid 20th century the theme of traveling to the Moon was common in books and film: the modern equivalent of the ancient storyteller traveling from place to place entertaining people with tales of heroes and their adventures.

As technology developed, and much of what was science fiction was turning into science fact, scientists and engineers started to reach towards the Moon.  With the success of Sputnik 1 in October 1957 by the then Soviet Union, the space race was on.  Many of the missions over the following decades were as much skirmishes in the Cold War as opportunities for exploration.

The first lunar probe, the Soviet Union’s Luna 1, sailed past the Moon on January 4, 1959.  Two months later the United States responded with their own lunar mission as Pioneer 4 had its flyby on March 4.  As the decade progressed the ability of these early robotic explorers became more sophisticated.  The next thing to try was impacting the Moon.  The Soviet Luna 2 probe was the first, on September 13, 1959.  The American Ranger 4 finally did on April 26, 1962.

After learning how to flyby and impact the Moon, it was time to try something different: landing on the Moon.  After a failed attempt by Luna 6 in 1965, on February 3, 1966 Luna 9 accomplished the first soft landing.  Two months later on April 3, Luna 10 achieved the next goal: putting a probe into lunar orbit.  The Americans lagged behind with their Surveyor probes landing successfully four times, and five Lunar Orbiters circling the Moon between 1966 and early 1968.  It was during this time that historic first photograph was taken, changing our perspective forever.

It was not enough to just send robotic explorers to the Moon.  The goal was to develop the ability so people could travel to the Moon, and return safely to the Earth.  Yet another a technological leap was called for.  Zond 5, an unmanned probe, safely returned to Earth on September 21, 1968.  Three months later in late December, Apollo 8 with a crew of three, orbited the Moon ten times and returned safely to Earth.  This success was followed with the landing of Apollo 11 on July 20, 1969.  Both of these events have entered into modern lore, with people remembering where they were when they watched the view of Earth from the Moon during TV broadcasts from Apollo 8, and the grainy images of Neil Armstrong’s first steps on to Moon.  Over the next three years, five more Apollo missions landed and explored the Moon.  Even the failure which became a success of the Apollo 13 mission has taken on the mystique of the heroic tale, immortalized in book and film featuring the stars of the day.

Though the Soviet Union did not find success at sending humans to the Moon, they continued to develop new technology with the first robotic sample return from the Moon by Luna 16; and the first robotic rover to traverse the lunar surface, Lunokhod 1.  Both missions took place during the fall of 1970.  By 1976 and well over 60 missions between them, the heyday of lunar exploration was over as budget constraints and shifting priorities called a halt to the effort by both countries.

It took almost two full decades for anyone to return to the Moon.  In January 1990 the Japanese probe Hiten went to the Moon, although its transmitter failed and no scientific data was returned.  The United States had two successful orbital missions to the Moon in the 90s: Clementine and the Lunar Prospector.  Both missions returned images used to make the first complete map of the Moon.  On July 31, 1999, Lunar Prospector was sent to impact a crater at the Moon’s south pole in an effort to locate water.  The effort was unsuccessful and confirmation had to wait for the LCROSS mission a decade later.

The early years of the 21st century saw a multitude of missions from an array of countries: India, China, Japan, and the European Space Agency.  A great deal of science was returned, including the discovery of water in lunar soils (Chandrayaan-1/Moon Impact Probe), and water in shadowed craters at the poles (LCROSS).  Other discoveries from lunar missions include: the composition of much of the Moon is virtually identical to Earth’s mantle, suggesting a common origin; later studies indicate the Moon was formed as a result of an impact of a Mar-sized object with the early Earth, with the resulting debris coalescing into the Moon; the presence of a tenuous lunar atmosphere, including a dynamic dust environment associated with the terminator; a potential explanation for the disparity between the smoother, maria rich near side of the Moon with the more heavily cratered and hilly far side; models suggest there were two objects orbiting Earth, which collided without complete assimilation between the two causing the two hemispheres to have different topographies.  More recent missions studied the lunar atmosphere (LADEE), and its interior (GRAIL).  Future missions will contribute to our knowledge about the Moon, including refining the estimates of the quantity of water in the soil and shadowed craters.

These missions will add to the story of the Moon, answering many of the questions from previous explorations, and will surely give rise to questions we cannot anticipate.  The biggest question of all is perhaps how will people react to a sustained presence on the Moon?  The technology exists to build a living environment on the Moon.  To make such a place a reality will take the will of countries and their peoples to make it a reality.  Does the exploration of the Moon and a long-term presence have enough meaning for humanity as a whole, or in part?  Only time will tell.

The Moon has meant many things to many people throughout history.  The Moon’s meaning to societies has evolved as technology and our ability to explore have become more sophisticated.  However the meaning of the Moon to us as individuals has remained fairly constant.  For most of us the Moon is a place of wonder, an anchor and participant in the stories we tell and in our dreams.  The Moon is our first introduction to the wonders beyond Earth, and has the potential to serve as the first step towards the universe.

At some point in the not to distant future, humans will again walk and work on the surface of the Moon.  Turning their gaze upwards, they will see the shining Earth in the black lunar sky, and ponder.  As it turns out, the question that really matters is “what does the Earth mean to me?”

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