http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_space8/cub_space8_lesson02.xmllessontext/xmlIntegrated Teaching and Learning Program, Apollo projectInternational Space StationISSliving in spacelunar monthlunar phasemoonnatural satelliteorbitgavitylunar monthlunar phasesmariaorbitregolithsatellitewaningwaxing

Sudents learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for people living on the Moon. Using their understanding of these differences, they think about what types of products engineers would need to design for humans to live comfortably on the Moon.

When the Apollo 11 mission returned to Earth after landing on the Moon in 1969, it marked the completion of an engineering project that was years in the making. This successful mission paved the way for more tremendous engineering feats aimed at exploring the known universe. The International Space Station (ISS), the largest international space research station in history, not only enables humans to live in space, but also helps us learn how to best design and build long-term outposts for people to live on the Moon. From designing the spacecraft to getting us to the Moon safely to building tools to help humans someday live on the Moon, engineers play a vital role in space travel and space discovery. Describe important physical properties of the Moon.Describe ways in which life on the Moon would be different than life on Earth.Anticipate three problems that engineers would need to solve for people to be able to live on the Moon.20TeachEngineering.orgBrian KayJessica ToddJane EvensonSam SemakulaJessica ButterfieldKaren KingJanet Yowellhttp://www.americaslibrary.gov/jb/modern/jb_modern_subj_e.htmlhttp://seds.lpl.arizona.edu/nineplanets/nineplanets/luna.htmlhttp://starchild.gsfc.nasa.gov/Images/StarChild/icons/moon_from_earth.gifhttp://www.survivalschool.com/articles/Waxing_Waning_Moon.htm http://www.lpi.usra.edu/expmoon/http://www.astro.wisc.edu/~dolan/java/MoonPhase.htmlhttp://science.nasa.gov/headlines/y2000/ast15jun_2.htmhttp://nssdc.gsfc.nasa.gov/image/planetary/moon/gal_moon_color.jpghttp://nssdc.gsfc.nasa.gov/imgcat/html/object_page/a11_h_40_5878.htmlhttp://www.nasa.gov/worldbook/moon_worldbook.htmlhttp://nssdc.gsfc.nasa.gov/planetary/lunar/apollo.htmlS11425B9ColoradoSciencea. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon:<ol type="1"> <li>Tides</li> <li>Eclipses of the Sun and Moon</li> <li>Different shapes of the Moon as viewed from Earth</li></ol> 88S11425BDColoradoScienceb. Describe methods and equipment used to explore the solar system and beyond 88S11416DDInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyF. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.68United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-028Teacher