The Mysterious Moons of Pluto

The Mysterious Moons of Pluto Planet Pluto continues to tell a fascinating story as scientists pore over the data taken by the New Horizons mission in 2015. Long before the tiny spacecraft passed through the system, the science team knew there were five moons out there, worlds that were distant and mysterious. They were hoping to get a closer look at as many of these places as possible in an effort to understand more about them and how they came to exist. As the spacecraft whizzed past, it captured close-up images of Charon - Plutos largest moon, and glimpses of the smaller ones. These were named Styx, Nix, Kerberos, and Hydra. The four smaller moons orbit in circular paths, with Pluto and Charon orbiting together like the bulls-eye of a target. Planetary scientists suspect that Plutos moons formed in the aftermath of a titanic collision between at least two objects that occurred in the distant past. Pluto and Charon settled into a locked orbit with each other, while the other moons scattered out to more distant orbits. Charon Plutos largest moon, Charon, was first discovered in 1978, when an observer at the Naval Observatory captured an image of what looked almost like a bump growing out the side of Pluto. Its about half the size of Pluto, and its surface is mostly grayish with mottled areas of reddish material near one pole. That polar material is made up of a substance called tholin, which is made up of methane or ethane molecules, sometimes combined with nitrogen ices, and reddened by constant exposure to solar ultraviolet light. The ices form as gases from Pluto transfer from and get deposited onto Charon (which lies only about 12,000 miles away). Pluto and Charon are locked in an orbit that takes 6.3 days and they keep the same face toward each other all the time. At one time, scientists considered calling these a binary planet, and there is some consensus that Charon itself could be a dwarf planet. Even though Charons surface is frigid and icy, it turns out to more than 50 percent rock in its interior. Pluto itself is more rocky, and covered with an icy shell. Charons icy covering is mostly water ice, with patches of other material from Pluto, or coming from under the surface by cryovolcanoes. New Horizons  got close enough, no one was sure what to expect about Charons surface. So, it was fascinating to see the greyish ice, colored in spots with the tholins. At least one large canyon splits the landscape, and there are more craters in the north than the south. This suggests that something happened to resurface Charon and cover many old craters. The name Charon comes from the Greek legends of the underworld (Hades). He was the boatman sent to ferry the souls of the deceased over the river Styx. In deference to the discoverer of Charon, who referenced his wifes name for the world, its spelled Charon, but pronounced SHARE-on.   The Smaller Moons of Pluto Styx, Nyx, Hydra and Kerberos are tiny worlds that orbit between two and four times the distance that Charon does from Pluto. Theyre oddly shaped, which lends credence to the idea that they formed as part of a collision in Plutos past. Styx was discovered in 2012 as astronomers were using Hubble Space Telescope to search the system for moons and rings around Pluto. It appears to have an elongated shape, and is about 3 by 4.3 miles. Nyx orbits out beyond Styx, and was found in 2006 along with distant Hydra. Its about 33 by 25 by 22 miles across, making it somewhat oddly shaped, and it takes nearly 25 days to make one orbit of Pluto. It may have some of the same tholins as Charon spread across its surface, but New Horizons didnt get close enough to get many details. Hydra is the most distant of Plutos five moons, and New Horizons  was able to get a fairly good image of it as the spacecraft went by. There appear to be a few craters on its lumpy surface. Hydra measures about 34 by 25 miles and takes about 39 days to make one orbit around Pluto. The most mysterious-looking moon is Kerberos, which looks lumpy and misshapen in the New Horizons mission image. It appears to be a double-lobed world about 11 12 x 3 miles across. It takes just over 5 days to make one trip around Pluto. Not much else is known about Kerberos, which was discovered in 2011 by astronomers using Hubble Space Telescope. How Did Plutos Moons Get Their Names? Pluto is named for the god of the underworld in Greek mythology. So, when astronomers wanted to name the moons in orbit with it, they looked to the same classical mythology. Styx is the river that dead souls were supposed to cross to get to Hades, while Nix is the Greek goddess of darkness. Hydra is a many-headed serpent thought to have battled with the Greek hero Heracles. Kerberos is an alternate spelling for Cereberus, the so-called hound of Hades who guarded the gates to the underworld in mythology. Now that New Horizons is well beyond Pluto, its next target is a small dwarf planet in the Kuiper Belt. It will pass by that one on January 1, 2019. Its first reconnaissance of this distant region taught much about the Pluto system and the next one promises to be equally interesting as it reveals more about the solar system and its distant worlds.

Blooms Taxonomy - Application Category and Examples

Blooms Taxonomy s Bloom’s Taxonomy  was developed by educational theorist Benjamin Bloom in the 1950s.  The taxonomy, or levels of learning, identify different domains of learning including: cognitive (knowledge), affective (attitudes), and psychomotor (skills).   Application Category Description The application level is where the student moves beyond basic comprehension in order to begin to apply what they have learned. Students are expected to use concepts or tools they have learned in new situations in order to show that they can use what they have learned in increasingly complex ways The use of Blooms Taxonomy in planning can help to move students through the different levels of cognitive development. When planning learning outcomes, teachers should reflect on the different levels of learning. Learning increases when students are introduced to course concepts and then given opportunities to practice applying them. When students apply an abstract idea to a concrete situation to solve a problem or relate it to prior experience, they are showing their level of proficiency at this level. To make sure that students show they can apply what they learn, teachers should:   Provide opportunities for the student to use ideas, theories, or problem-solving techniques and apply them to new situations. Review the student’s work to ensure that he/she is using problem-solving techniques independently. Provide questions that require the student to define and solve problems. Key Verbs in the Application Category apply. build, calculate, change, choose, classify, construct, complete, demonstrate,  develop, examine, illustrate, interpret, interview, make, make use of, manipulate, modify, organize, experiment with, plan, produce, select, show,  solve, translate, utilize, model, use. Examples of Question Stems for the Application Category These question stems will help teachers develop assessments that allow students to solve problems in situations by applying acquired knowledge, facts, techniques, and rules, perhaps in a different way. How would you make use of ____?How does ____ apply to ____?How would you modify ____?What approach would you use to†¦?Could this have happened in...?Under what conditions would you ____?How could you apply what you have read to construct ____?Do you know another instance where...?Can you group by characteristics such as...?Identify the results if ____?Why does ____ work?What questions would you ask for...?How would you use the facts to investigate ____?Using what you know, how would you design ____?Utilize ____ to ____.Illustrate a way to ____.What elements would you use to change†¦?Is there a way to demonstrate ____?What questions would you ask during ________?Predict what would happen if ____?How would you organize _______ to show†¦?What would result if ____?Is there another way you could plan to†¦?What facts would you select to show†¦?Would this information be useful if you had...?Can you apply the method used to some experience of your own...?Show me a wa y to organize ____.Can you make use of the facts to†¦? Using what you have learned, how would you solve ____?What factors would you change if...? From the information given, can you develop a set of instructions about...?How would you solve ___ using what you’ve learned†¦?How would you show your understanding of†¦?What examples can you find to†¦?How would you apply what you learned to develop†¦? Examples of Assessments That Are Based onthe Application Level of Bloom’s Taxonomy The category of application  is the third level of the Bloom’s taxonomy pyramid. Because it is just above the comprehension level, many teachers use the level of application  in performance-based activities such as those listed below.   Make a storyboard for a film on a book you are reading.Create a script from the book you are reading now; act out a part of the story.Plan a party that one of the main characters would enjoy attending: plan the menu, and activities or games you want to have at the party.Create a scenario in which a character in the story reacts to a problem in your school; write about how he or she would handle the situation differently.Reimagine the characters in a story as a human, animal, or thing.Teleport (space travel) the main character to a new setting.(Re)write lyrics to a ballad for a story you are reading.Construct a model to demonstrate how it will work.Create a diorama to illustrate an important event.Make a yearbook entry for a character you are studying.Stage a tableau of a famous event.Invite famous people to an imaginary dinner and create the seating plan.Make up a board game using the ideas from the study area.Design a market strategy for a character doll.  Create a brochure for a country. Write a textbook about... for others.