1. As you walk in:
Grab some breakfast & coffee!
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New stickers from Dr. Kate Craft

2. Solar System Exploration Public Engagement Institute
Christine Shupla and
Dr. Alexandra Matiella Novak

4. What is in our Solar System? What is in a galaxy?
Solar System vs Galaxy
What is in our Solar System? What is in a galaxy?

5. Strange New Planet Learning Objectives: Participants will:
In this simulation of space exploration, participants conduct missions to a “planet” and communicate their discoveries to their team.
Goal: participants learn about the different stages of planetary exploration, while using communication and collaboration skills.
Learning Objectives: Participants will:
Make inferences from observations
Communicate their observations, inferences, and resulting questions to their team
Model the progression of space exploration missions

6. Strange New Planet
Participants work in small groups (3 to 6 in each group). They take turns being the observer, who communicates what they see to the others in their group.
Groups explore one or more new “planets” as if they are looking through a telescope from Earth or traveling to the planet as a space probe, orbiter, or sample return mission.

7. Strange New Planet
For each step, the observers return to report their observations to their team.
The team needs to develop hypotheses and new questions about one of the planets that will justify “funding” the next mission.

8. Strange New Planet Steps (give the observers them 10 to 20 seconds)
For telescopes on Earth: the observers look through a paper towel tube with blue cellophane covering it, about 30 feet away from the “planets” while everyone else looks away.
Telescopes above the atmosphere: repeat without the cellophane.
Fly-by: the observers walk past one side of the “planets” looking through the paper towel tubes
Orbiter: the observers walk around just one of the “planets” looking through the tubes
Return Sample Mission: the observers remove one tiny piece of one planet for further analysis

9. Strange New Planet Preparing the “Planets”
Use a large (4”-8”) Styrofoam ball as the base
A strong magnet (such as a cow magnet) could be inserted if campers will examine the planet’s magnetic field
Use modeling clay in a variety of colors to depict features
Planet surface features such as clouds, craters, ice caps, and volcanoes can be created or added using clay, cotton balls, gauze, toothpicks, and other craft materials
Decorate the planet with beads, stickers, sequins, candy, marbles, scents (optional), etc., to make the object interesting to observe
Optional “life” samples can be added, such as whole cloves or small edible green leaves (i.e. thyme), candies, etc.
A grape “moon” could be attached with toothpicks

10. Strange New Planet Possible Modifications
Participants could use technology such as cameras or cell phones to record data
Participants could use a compass to study the planet magnetic field
A laser thermometer could measure the planet’s temperature
The planets could rotate between observations
The planets could orbit each other
The different stages of this activity could be spread apart, with other presentations and activities between each
Participants may decide to hold a “conference” to share and discuss their findings
Participants may decide to collaborate, with different groups examining different features of the planets
Pairs of participants can observe separate planets, approaching them closer for each stage, and report their observations to each other on walkie-talkies

11. Recipe for a Moon What’s inside the Moon, and how do we know?
Make an edible model of the Earth and Moon, to compare their sizes and structures!
What are some of the layers in the Earth? Does the Moon have some of those layers?
Which is denser, the Earth or Moon? (Hint—check out their cores!)
Are the Earth and Moon made of similar stuff?

12. Steps for Recipe for a Moon:
Wash your hands
Make the Moon’s core, mantle, and crust:
Moon's inner metallic core: 1 cinnamon candy
Moon's mantle: 1/4 Rice Krispies Treat
Moon's crust: hot cocoa mix mixed with powdered sugar
Tear off ¼ of a Rice Krispies Treat, put a cinnamon candy (the core) in the middle and wrap the treat around it into a ball, to make the Moon’s mantle
Pour some of the cocoa mixed with sugar onto the outside to make the crust

13. Make the model of the Earth:
Earth's inner solid metallic core: a donut hole
Earth's molten (liquid) outer core: red icing
Earth's mantle: 4 Rice Krispies Treats
Earth's oceanic crust: blue sprinkles
Earth's continental crust: 3/4 Rice Krispies Treat covered in green sprinkles
Mash 4 Rice Krispies Treats together into a flat rectangle (the mantle)
Cover one side of the “mega treat” with red icing (the outer core)
Put the donut hole (the inner core) in the middle of the icing, then wrap the rectangle around it into a ball
Sprinkle the blue sugar sprinkles on the outside of the “mega treat” ball to add ocean crust.
Flatten the remaining ¾ of Rice Krispies Treat into a thin layer, make continental shapes, and sprinkle green sprinkles on the “continental crust” before adding them to the ball.

14. Engineering Design Process
How is this different from following directions to build something?

15. Engineering Design Process
Why is failure good?

16. Touchdown!
Build a shock-absorbing system that will protect two "astronauts" when they land. Follow the engineering design process to design and build a shock-absorbing system out of paper, straws, and mini-marshmallows; attach the shock absorber to a cardboard platform; and improve the design based on testing results.

17. Impact Cratering

18. Kid Moon: Splat! Use water balloons and rulers to model impacts!
Goals: to model what happens in an impact, to learn about scientific models, and have fun!
Learning Objectives: Participants will
Compare the diameter of the balloon to the diameter of the resulting “impact”
Calculate the ratio of the balloon to impact
Describe how this models an actual impact and the limitations of this model.
Andy

19. Kid Moon: Splat! Participants work in pairs
Each pair needs a water balloon, a ruler, and a calculator
You’ll need an open area outside with concrete, such as a sidewalk or patio
Andy

20. Kid Moon: Splat! Participants measure the width of the balloon.
After throwing the balloon, they should measure the width of the splat.
Andy
Balloon Size:
2.5 inches wide
4 inches long

21. Crater width (splash width) ÷ Impactor size (balloon)
Andy

22. Kid Moon: Splat! 44 inches ÷ 4 inches = 11
Crater width (splash width) ÷
4 inches
Impactor (balloon) size
= 11
Most impacts are 10 to 20 times the size of the asteroid.
Ask participants about which ways this models a real impact: energy, force, the explosion, the scale of the size of the crater.
What are the limitations of this model?
This model doesn’t create a crater.

23. Kid Moon: Splat! Modifications and Implementation Extensions
This activity can be conducted as a station, along with similar cratering activities (such as impact boxes used in Crater Creations and the graham cracker activity Making Regolith).
In a more formal setting, participants could create a table to compile all of the results and determine the average ratio.
Participants could design their own experiment, constraining some variables while testing others (such as height for dropping balloons, the size of the filled balloons, the type of water balloon used, etc.)
Andy

24. Implementation Discussion Collaboration/Reflection
How can you use any of the activities/ presentation content from today in your programs/activities?
What barriers may present themselves? How can you modify activities to suit your needs?
Do you have suggestions for your colleagues?
Are there ways you can partner with anyone here?