HOW DID OUR MOON FORM? MEET A LUNAR GEOLOGIST — Dr. Jeff Taylor, University of Hawaii

What do you do?

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How did you get interested in this field?

What is the most interesting question about the Moon that scientists are trying to solve?

Do you want to go to the Moon?

If someone wants to become a scientist, what should they do?

EVOLUTION OF OUR MOON TRY THIS — What’s Needed Early Stages: A Magma Ocean — Make an Impact! Students model impact events and develop an understanding of the processes that cause cratering on the lunar surface.

Getting Started Big Impacts, Big Basins —

What features do they observe? Do they see the large round areas that have smooth dark interiors? Do they see smaller circular features? How might these have formed?

What to Do Basin Filling — What do they observe? Can they identify different features of the crater? How do craters help geologists “see into” the inside of a planet?

How did impactors traveling at different “velocities” influence the crater size or distribution of ejecta? Do the crater sizes or depths change?

Wrapping Up

Recent History —

Can they identify impact basins, craters, and rays?

EXPLORATIONXPLORATION TIMELINEIMELINE HINA MOVES TO THE MOON: Humans have been asking questions about our Moon since we first looked up at it in the sky. A HAWAIIAN STORY ABOUT OUR MOON WhatWhat iiss oourur MMoonoon mmadeade oof?f? WWhathat aarere tthehe llightight aandnd ddarkark mmarkings?arkings? DDoesoes tthehe MMoonoon hhaveave ooceansceans aandnd aann aatmosphere?tmosphere? As telescopes became ever more powerful, the Moon’s rugged surface was revealed in increasing detail, but observations from Earth could not answer many scientific questions. WWhathat ccausedaused tthehe ccratersraters oonn tthehe MMoon?oon? IIss tthehe MMoonoon ggeologicallyeologically aactive?ctive? It was not until 1959 that the first spacecraft flyby, launched by the Soviet Union, captured close images of the lunar landscape. Over the next decade, orbiters and landers with increasingly sophisticated instruments gathered information. These spacecraft provided high-resolution images of the Moon’s surface, including the farside, as well as information about the Moon’s gravity field and surface radiation levels. These missions helped scientists understand the geologic processes that shaped the Moon’s surface, especially impact cratering and volcanic activity, and helped scientists and engineers select landing sites. The new instruments yielded new information, and lots of new questions. HowHow ddidid tthehe MMoonoon fform?orm? HHowow hhasas tthehe MMoonoon eevolved?volved? WWhathat iiss tthehe aagege ooff tthehe MMoon?oon? NASA’s Apollo program landed 12 astronauts on the Moon in 6 missions between 1969 and 1972. The astronauts collected seismic and magnetic data, investigated soil properties, and collected 842 pounds (382 kilograms) of rock and regolith — lunar “soil.” These samples, brought back to Earth, revealed a surprising history, especially concerning the age of the Moon. The composition of the lunar highlands crust suggested that a magma ocean once covered the Moon. The samples confirmed that the Moon’s craters are not volcanos, but were created by asteroid impacts. The astronauts found that rock ejected from impact basins and craters blankets much of the lunar surface. The Apollo missions provided astounding insights into the formation and evolution of our Moon — and Earth. But the missions landed on only a few places on the Moon; in fact, less than 1% of the lunar surface has been visited! WWhathat iiss tthehe ccompositionalompositional vvariabilityariability ooff MMoonoon rrocks?ocks? WWhathat rresourcesesources mmightight bbee aavailable?vailable? Between 1994 and 2006, lunar orbiters Clementine (Department of Defense and NASA), Lunar Prospector (NASA), and SMART-1 (European Space Agency) applied new technologies to study the lunar surface. They measured reflected “light” — electromagnetic radiation — of different wavelengths to give global information about elemental and mineral abundances on the Moon’s surface. This information, validated by the Apollo sample analyses, allowed scientists to map the chemical composition of rocks across the whole Moon. One result of this work is the suggestion that frozen water, possibly delivered by comets, may be present near the Moon’s poles! As new data are collected and analyzed, new questions arise to drive exploration, and new objectives are identified to focus scientific and engineering efforts. In 2004, the President of the United States declared that astronauts will return to the Moon to live and work. Several missions will prepare the way, including the Japan Aerospace Exploration Agency’s orbiter Kaguya and Chang’e-1 of the China National Space Administration, already in orbit at the Moon. The Indian Space Research Organization’s Chandrayaan-1 orbiter carries two NASA instruments to characterize lunar resources and search for ice at the poles. NASA’s paired missions, the Lunar Reconnaissance Orbiter and the Lunar Crater Observation and Sensing Satellite, will permit scientists and engineers to characterize the hazards and resources of the lunar environment, test equipment for human habitation, and select landing sites for our return to the Moon. The Moon will be a “test bed” for new technologies that will allow our exploration of the solar system. Human exploration of the Moon will allow scientists to address exciting unanswered questions about our Moon — and to come up with new questions. IIss tthehe ccurrenturrent mmodelodel ooff tthehe MMoon’soon’s fformationormation ccorrect?orrect? WWhyhy aarere tthehe bbasaltsasalts iinn tthehe bbasinsasins ssoo vvariable?ariable? IsIs tthehe MMoonoon sstilltill vvolcanicallyolcanically aactive?ctive?

AN EARTH-BASED TOUR OF THE MOON FURTHER EXPLORATION MORE CLASSROOM RESOURCES

Exploring the Moon — ADDITIONAL READING http://ares.jsc.nasa.gov/Education/Activities/ExpMoon/ExpMoon.htm Team Moon: How 400,000 People Landed Apollo 11 on the Moon

Sea of Rains (Mare Imbrium) — Exploring Planets in the Classroom: The Moon — http://www.spacegrant.hawaii.edu/class_acts/MoonDoc.html Earth and the Moon. Educator Resources — http://www.lpi.usra.edu/education/resources/s_system/moon.shtml Apennine Mountains — Stories of the Moon

Apollo: The Epic Journey to the Moon ONLINE DISCOVERY Sea of Serenity (Mare Serenitatis) — http://www.nasm.si.edu/collections/imagery/apollo/apollo.htm The Scientific Legacy of Apollo http://history.nasa.gov/apollo.html

Sea of Tranquility (Mare Tranquillitatis) — http://nssdc.gsfc.nasa.gov/planetary/planets/moonpage.html

The Modern Moon: A Personal View http://www.lpi.usra.edu/lunar Lunar Highlands —

http://nasascience.nasa.gov

ABOUT THIS POSTER Copernicus Crater — front sixth- to ninth-grade students back educators http://www.lpi.usra.edu/education/moon_poster.shtml

Tycho Crater —

How many features can you identify on a clear night?