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The Solar Eclipse is Nearly Here! August 17, 2017

Posted by MrMusselman in Burlington Community, Science.
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Mr. Musselman trying out his solar glasses. Even when the eclipse is over these glasses will still let you observe the sun safely!

As you have undoubtedly heard, a partial solar eclipse will be visible in Burlington on Monday, August 21st. Roughly 60% of the sun radiating on Burlington will be blocked by the ‘new moon’ directly between the Sun and Earth between 1:28 p.m. EDT and 3:59 p.m. The maximum partial eclipse will be visible at 2:46.

Solar and Lunar eclipses can be incredible sights! Even though solar eclipses occur as frequently on Earth as lunar eclipses (when Earth’s shadow is cast on a full moon), only people in the small band of Earth’s shadow can see the solar eclipse. They are also shorter in length, making them more rare to see in any one location.

When viewed properly, solar eclipses can be incredible sights! Below are some common myths dispelled along with information and support from NASA Solar Eclipse educator, Charles Fuco.

Myth #1:  “The Sun is more dangerous during an eclipse.”

An eclipsed Sun is no more dangerous than the “everyday” Sun. However, because the intense radiation of the sun is diminished our eyes do not “alert” our brains as effectively and we can be more inclined to look toward the sun… which can still do damage to the sensitive layers of light sensing tissues in our eyes. Therefore, its important to know how to view an eclipse safely which brings us to myth #2…

Myth 2:  “There are no safe ways to view an eclipse.”

There are many proven, safe ways for to observe an eclipse: young children can cross-hatch their fingers to make little pinhole cameras and stand with their backs to the Sun while they project the solar image through their fingers onto the ground—no equipment needed! They also will enjoy seeing the myriad undulating “mini eclipse” crescents on the ground under a leafy tree while remaining safely under its cover; older students can construct a solar viewer, which also satisfies an NGSS Science & Engineering Practices requirement. Anyone can hold a pasta colander as another way to project crescents on the ground; and one can look directly at the eclipse using certified-safe solar glasses (on a non-eclipse day as well). In Burlington, we will not be experiencing a total solar eclipse, so it is never appropriate to look directly at the sun without solar glasses.

Myth #3:  “You can see it better on TV.”

I can remember the first time I ever experienced a solar eclipse as a young elementary age child in Melrose. My brother and I used Cheez-its to observe the shadow on our front porch! It’s hard to imagine this experience would have left such an indelible mark on my memory if I had merely been watching footage on TV or via YouTube (assuming it existed then!) While I strongly encourage everyone to check out later footage of the eclipse totality, be sure to take the time to experience the eclipse first hand in your own backyards and playgrounds. This myth is spoken by those who have never experienced an eclipse live, seeing the dimming of the light in the sky, the sudden cooling of the air, and how our Earth’s wildlife seems to prepare for night to come… in the middle of the day! Experience this rare opportunity with your child today, so that they might reflect on it when the next partial eclipse comes our way another eight years from now!


Investigating Craters April 15, 2014

Posted by MrMusselman in Science Center.
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For thousands of years humans have looked to the sky and told tales of the moon. Invoked by patterns on the moon’s surface, the stories of the man on the moon and the rabbit of immortality hold special places in different cultures across the earth. But as second graders at Fox Hill have been learning, the images of these creatures have been made over billions of years by the moon’s exposure to asteroids and the craters they leave behind.


Crater 01

Students drop everyday classroom objects into the baking soda “moon surface” and record qualitative and quantitative data about the crater that forms.

Mrs. Sheppard and Mrs. Lewis’ class recently investigated how craters are made. Why do craters take the shape that they do and what causes a crater to be wide or narrow or shallow or deep. Mr. Musselman recently joined them in their investigation, bringing model moon surfaces (baking soda) and a variety of crater makers (batters, balls, markers, and just about anything else from the storage cabinet) to explore how different craters are made and how to measure each crater using centimeters from the metric system and rounding to the nearest half.

crater 02

Which crater made the widest crater? Which crater made the deepest crater? Did any craters surprise you? Why?

Students were delighted to form their own craters and tested objects over and over to ensure similar results were made after dropping the same “asteroid” over and over again. The rounding to the nearest half and recording of mixed numbers proved a challenge to second graders, even before recording their results, but as patterns developed in the data collected on their data tables, students began to understand how different craters were being generated on the moons surface by a variety of different asteroids of different, shapes, sizes, and masses.

This lesson has been adapted from Peggy Ashbrook’s “Seeing the Moon” lesson from the January 2012 issue of Science and Children magazine. For access to the printable worksheet seen in this activity and produced by Mr. Musselman at the Burlington Science Center click here.