*Cratering the Moon*

NASA Quest Challenge Educator Guide

![](media/image1.jpeg){width="7.011111111111111in"
height="6.831944444444445in"}

Spring 2008

![](media/image1.jpeg){width="2.7506944444444446in"
height="2.6694444444444443in"}**Cratering the Moon**

**Target Audience:** Grades 4 and higher

**Estimated Time:** 1­­--2 hours per week (6--8 weeks)

*Actual time spent on this Challenge will depend on available time,
resources, and student designs.*

**Objectives:**

-   Students will design and build a launching device that will cause a
    projectile to excavate subsurface layers of "lunar soil."

-   Students will conduct an inquiry experiment to determine the optimal
    angle of impact for effective, subsurface "lunar soil" excavation
    based on the area of the resulting ejecta blanket and the layers of
    soil revealed.

-   Students will understand the strengths and weaknesses of using
    experimental simulations as predictive tools.

-   Students will become familiar with NASA's Lunar CRater Observation
    and Sensing Satellite (LCROSS) mission and understand the mission's
    primary goal: to search for frozen water in one of the Moon's
    permanently shadowed craters.

-   Students will understand that humans need water to survive and,
    therefore, finding water on the Moon is important for future human
    lunar exploration.

-   Students will understand the types of tasks (or work) that
    scientists and engineers perform.

Materials:

+-----------------------------------+-----------------------------------+
| -   **Lunar Target Station        | -   **Rulers, meter sticks, or    |
|     materials**                   |     measuring tape**              |
|                                   |                                   |
| > *(Instructions and sample on    | -   **Protractors**               |
| > pp.12--13)*                     |                                   |
|                                   | -   **Safety glasses** *(if       |
| -   Large aluminum roasting pan   |     design warrants them)*        |
|     *[or]{.underline}* similar    |                                   |
|     wide, shallow container such  | -   **Projectile** *(see note     |
|     as a cardboard box lid        |     on p. 6)*                     |
|                                   |                                   |
| -   2-3 types of soil-like        | -   **Digital camera** *(if       |
|     substances of contrasting     |     available)*                   |
|     colors and textures           |                                   |
|     (Examples: flour, sand,       | -   **Area grid of 1-inch         |
|     perlite, cocoa powder,        |     squares** *(p. 14)*           |
|     cornstarch, kitty litter,     |                                   |
|     sawdust, potting soil, etc.   | -   **Impact Experiment Data      |
|     The "soils" will be layered   |     Sheet**(pp.15-16)             |
|     and should contrast each      |                                   |
|     other.)                       | -   **Assorted building materials |
|                                   |     for the launching device**    |
| -   Large drop cloth that         |     *(materials will vary based   |
|     contrasts with the "soil"     |     on student designs)*          |
|     (Examples: sheet, shower      |                                   |
|     curtain, plastic table        |                                   |
|     covering, etc)                |                                   |
+-----------------------------------+-----------------------------------+

**Education Standards:**

+--------------------------------+---+-----------------------------------+
| ***National Science Education  |   |                                   |
| Standards***                   |   |                                   |
|                                |   |                                   |
| Content Standard A: Science as |   |                                   |
| Inquiry---Fundamental          |   |                                   |
| Abilities Necessary to do      |   |                                   |
| Scientific Inquiry             |   |                                   |
+--------------------------------+---+-----------------------------------+
| **K--4**                       |   | **5--8**                          |
|                                |   |                                   |
| -   Plan and conduct a simple  |   | -   Design and conduct a          |
|     investigation.             |   |     scientific investigation**.** |
|                                |   |                                   |
| -   Employ simple equipment    |   | -   Use appropriate tools and     |
|     and tools to gather data   |   |     techniques to gather,         |
|     and extend the senses.     |   |     analyze, and interpret data.  |
|                                |   |                                   |
| -   Use data to construct a    |   | -   Develop descriptions,         |
|     reasonable explanation.    |   |     explanations, predictions,    |
|                                |   |     and models using evidence.    |
| -   Communicate investigations |   |                                   |
|     and explanations.          |   | -   Think critically and          |
|                                |   |     logically to make the         |
|                                |   |     relationships between         |
|                                |   |     evidence and explanations.    |
+--------------------------------+---+-----------------------------------+
| Content Standard B**:**        |   |                                   |
| Physical Science               |   |                                   |
+--------------------------------+---+-----------------------------------+
| **K--4**                       |   | **5--8**                          |
|                                |   |                                   |
| > The position and motion of   |   | > Unbalanced forces will cause    |
| > objects can be changed by    |   | > changes in the speed or         |
| > pushing or pulling.          |   | > direction of an object's        |
|                                |   | > motion.                         |
+--------------------------------+---+-----------------------------------+
| Content Standard E: Science    |   |                                   |
| and Technology---Abilities of  |   |                                   |
| Technological Design           |   |                                   |
+--------------------------------+---+-----------------------------------+
| **K--4**                       |   | **5--8**                          |
|                                |   |                                   |
| -   Propose a solution.        |   | -   Design a solution or product. |
|                                |   |                                   |
| -   Implementing proposed      |   | -   Implement a proposed design.  |
|     solutions.                 |   |                                   |
|                                |   | -   Evaluate completed            |
| -   Evaluate a product or      |   |     technological designs or      |
|     design.                    |   |     products.                     |
|                                |   |                                   |
| -   Communicate a problem,     |   | -   Communicate the process of    |
|     design, and solution.      |   |     technological design.         |
+--------------------------------+---+-----------------------------------+
| ***American Association for    |   |                                   |
| the Advancement of Science***  |   |                                   |
|                                |   |                                   |
| The Nature of                  |   |                                   |
| Science---Scientific Inquiry   |   |                                   |
+--------------------------------+---+-----------------------------------+
| **3--5**                       | * |                                   |
|                                | * |                                   |
| > Results of scientific        | 6 |                                   |
| > investigations are seldom    | - |                                   |
| > exactly the same, but if the | - |                                   |
| > differences are large, it is | 8 |                                   |
| > important to try to figure   | * |                                   |
| > out why.                     | * |                                   |
|                                |   |                                   |
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|                                | . |                                   |
+--------------------------------+---+-----------------------------------+
| The Nature of                  |   |                                   |
| Technology---Design and        |   |                                   |
| Systems                        |   |                                   |
+--------------------------------+---+-----------------------------------+
| **3--5**                       | * |                                   |
|                                | * |                                   |
| > Even a good design may fail. | 6 |                                   |
| > Sometimes steps can be taken | - |                                   |
| > ahead of time to reduce the  | - |                                   |
| > likelihood of failure, but   | 8 |                                   |
| > it cannot be entirely        | * |                                   |
| > eliminated.                  | * |                                   |
|                                |   |                                   |
|                                | - |                                   |
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|                                | . |                                   |
+--------------------------------+---+-----------------------------------+
| ***National Council of         |   |                                   |
| Teachers of Mathematics***     |   |                                   |
+--------------------------------+---+-----------------------------------+
| **3--8** Data Analysis and     |   |                                   |
| Probability                    |   |                                   |
|                                |   |                                   |
| -   Formulate questions that   |   |                                   |
|     can be addressed with data |   |                                   |
|     and collect, organize, and |   |                                   |
|     display relevant data to   |   |                                   |
|     answer them.               |   |                                   |
|                                |   |                                   |
| -   Develop and evaluate       |   |                                   |
|     inferences and predictions |   |                                   |
|     that are based on data.    |   |                                   |
|                                |   |                                   |
| **3--8** Problem Solving       |   |                                   |
|                                |   |                                   |
| > Solve problems that arise in |   |                                   |
| > mathematics and in other     |   |                                   |
| > contexts.                    |   |                                   |
|                                |   |                                   |
| **3--8** Connections           |   |                                   |
|                                |   |                                   |
| > Recognize and apply          |   |                                   |
| > mathematics in contexts      |   |                                   |
| > outside of mathematics.      |   |                                   |
+--------------------------------+---+-----------------------------------+

Background:

In the Fall of 2008, NASA is scheduled to launch its first mission back
to the Moon since Lunar Prospector visited there in 1998. NASA will
launch the Lunar Reconnaissance Orbiter (LRO) to conduct investigations
that will prepare for and support future human exploration of the Moon.
LRO will spend at least one year in low polar orbit around the Moon,
collecting detailed information about the lunar environment to help
determine potential locations and available resources for future
robotic---and eventually human---lunar missions.

Identification of water is very important to the future of human
activities on the Moon. The Lunar CRater Observation and Sensing
Satellite (LCROSS) will travel aboard the same launch vehicle as the
LRO. In early 2009, LCROSS will aim the spent Centaur upper stage of the
launch vehicle at the permanently dark floor of one of the Moon\'s polar
craters to test the theory that ancient ice lies buried there. The
Centaur impact will eject a plume of materials from the crater that
spectrometers aboard the LCROSS spacecraft will be able to analyze for
the presence of water. LCROSS will study these materials as it flies
directly through the plume of ejecta. The LCROSS spacecraft will then
also crash into the Moon, acting as a secondary impactor creating more
ejecta for Earth-based and orbital detectors to analyze.

> **ADDRESSING MISCONCEPTIONS**
>
> Students may wonder whether the LCROSS impact could harm or change the
> orbit of the Moon. The surface of the Moon has endured a constant
> stream of bombardment throughout its existence and has numerous
> massive craters that are 60+ miles in diameter. If the Moon has been
> able to withstand an impact at 20,000 miles per hour leaving a
> residual crater of this magnitude, then we can rest assured that the
> relatively small LCROSS impactor striking the Moon at a mere 5,600
> miles per hour and creating a crater five meters deep with a diameter
> one half the length of a football field will not negatively affect the
> Moon.

Scientists conduct research, perform experiments, and explore
environments. Engineers solve problems and design, build, and test
devices. During the LCROSS mission, scientists will search for frozen
water on the Moon and engineers will design a device that will help the
scientists conduct their research. Since scientists and engineers cannot
directly test their device on the Moon (that would be too expensive and
wasteful), they will conduct an "experimental simulation" by building
and testing a device here on Earth instead. Conducting simulations
allows engineers to identify the weaknesses of their design and to test
variations of and modifications to their design more safely, more
economically, and in a more accessible environment. However,
experimental simulations have limitations. For example, a design or
experiment here on Earth cannot fully represent or replicate the extreme
environment and lower gravity of the Moon.

The Challenge:

*1. [Present the Challenge to students]{.underline}*

**[NASA PROBLEM]{.underline}**

Scientists and engineers design solutions to real-life problems. NASA is
designing an impactor that will collide with one of the Moon's
permanently shadowed polar craters in early 2009 to see if water (ice)
can be found. Finding water (ice) is very important for future human
exploration of the Moon. The goal of this mission is to eject the
maximum amount of subsurface material from the crater where ice is most
likely to be found. In order to determine the angle of impact that will
achieve the greatest amount of subsurface ejecta, NASA needs to develop
a means for testing the impact on Earth.

**[CHALLENGE]{.underline}**

As junior engineers, your task is to design and build a small-scale,
Earth-based launching device that can propel a standard projectile at
various angles, creating a crater in "lunar soil." Then, using the
launching device, you will conduct an experiment to determine the angle
of impact that excavates the greatest amount of subsurface "lunar soil."

**[CRITERIA]{.underline}**

Engineers have criteria they have to meet, which are like rules of a
game that must be followed. Here are the criteria for the Cratering the
Moon challenge:

-   Form a design team. Each team member must contribute to the team
    effort.

-   Design and build a small-scale, Earth-based launching device.

    a.  The launching device must be designed to launch the projectile
        at different angles including 15º, 45º, and 70º.

    b.  The launching device should release the projectile in such a way
        that it impacts the lunar soil with *approximately* the same
        amount of force each time, regardless of height, distance,
        and/or angle.

    c.  The launched projectile must create a measurable crater in the
        "lunar soil."

-   Establish and use a uniform testing process to determine which angle
    of impact excavates the greatest amount of subsurface ejecta based
    on the area of the ejecta blanket and the layers of soil revealed.

*2. [Design launching device]{.underline}*

-   Allow teams of students the freedom to explore, to learn from
    failure, and to consider iterations of their design(s). Sketching
    would be appropriate during this stage.

-   Ask questions that guide students in terms of working as a team and
    addressing the criteria. *(See Appendix page 11 for possible
    discussion questions.)*

-   If you are doing this activity in conjunction with the Spring 2008
    NASA Quest Challenge, then encourage students to post questions to
    NASA scientists and engineers while they are working on their
    initial designs.

*3. [Collaborate, redesign, and build launching device]{.underline}*

-   Once initial designs are completed, have the teams share and discuss
    their designs with the class. *(See Appendix page 11 for possible
    discussion questions.)*

-   As a class, discuss which design elements might be combined from the
    various teams' launching devices to create one or two optimal final
    designs. Unite the class to build\* the finalized launching
    device(s).

-   **I**f you are doing this activity in conjunction with the Spring
    2008 NASA Quest Challenge, then submit a digital image along with a
    written description/explanation of the class's one or two launching
    device final designs to NASA Quest for feedback from NASA engineers
    and for inclusion in the Challenge web pages.

> **CHOOSING A PROJECTILE**
>
> After designing their launching device, students will need to select a
> standard projectile that is safe, reusable, and appropriate for their
> design. To maintain safety, the selected projectile should be
> relatively soft.
>
> The shape, size, and nature of the projectile will depend on the
> design of the students' launching device; however, this chosen
> projectile should remain "constant" in the angle of impact experiment
> so that only the [angle of impact]{.underline} varies.

**\*NOTE:** The types of building materials that students use will
depend on the design of the students' launching device.

*4. [Determine the best angle of impact]{.underline}*

Using the final design of their launching device, students will conduct
an experiment to determine the **angle of impact** that results in the
greatest ejection of subsurface "lunar soil." To assess the
effectiveness of the various angles of impact, students will **measure
the area of the ejecta blanket\*** and **observe the layers of soil that
are revealed.** *(See Appendix pp.12--13.)*

-   Force of impact, the projectile, the lunar soil in the Lunar Target
    Station, etc. should remain constant in the experiment so that only
    the angle of impact varies.

-   Conduct multiple trials at each angle to ensure reliability and
    reproducibility.

-   Measure the depth and diameter of each crater and the area of the
    ejecta blanket\*. Record your measurements on the Impact Experiment
    Data Sheet. *(Appendix pp.15--16)* If time allows, make sketches or
    take pictures of the craters and label the dimensions.

> ![](media/image2.jpeg){width="2.5409722222222224in"
> height="2.870833333333333in"}**\*NOTE:** The ejecta blanket is the
> pattern formed by the underlying subsurface soil that is displaced and
> made to cover the topsoil around the perimeter of the crater. In the
> experiment, if the subsurface soil is light (flour) and the topsoil is
> dark (cocoa), then the ejecta blanket should be the opposite pattern
> with the lighter subsurface soil lying on top of the darker topsoil.
>
> One way that students can measure the area of the ejecta blanket is to
> use a transparency grid placed on top of the crater and surrounding
> ejecta. *(See Appendix p.14 for grid pattern.)* With this method,
> students can measure the area or partial area of each 1-inch square
> and then add the areas together.

If you are doing this activity in conjunction with the Spring 2008 NASA
Quest Challenge and have submitted final designs and supporting data,
then NASA scientists and engineers will provide feedback on design and
experiment results during the final web cast and will compare these to
the designs they are working on and the experiment they will conduct in
early 2009.

*5. [Analyze data and draw conclusions]{.underline}*

-   After multiple trials have been conducted at various angles,
    students should analyze and discuss the data and draw conclusions
    based on this data. Discuss how the data could be graphed and how
    the conclusions could be presented.

-   If you are doing this activity in conjunction with the Spring 2008
    NASA Quest Challenge, then submit a digital image of the graphs
    students create along with a written description/explanation of
    their results to NASA Quest for feedback from NASA scientists and
    engineers and for inclusion in the final web cast.

Assessment:

**CHALLENGE OBJECTIVES**

Assess student learning and discovery by discussing the following
questions with your students:

-   What did you learn through designing and building your launching
    device according to a set of criteria?

-   Based on your experiment, what angle of impact was the most
    effective at excavating the greatest amount of lunar soil? Why?

-   What are the strengths of your design (launching device)? What are
    your design's limitations?

-   How might your launching device and the outcomes of your experiment
    here on Earth vary from the actual mission and experiment conducted
    on the Moon?

-   Even though your design might behave differently in outer space or
    achieve different outcomes, were you still able to learn something
    by constructing an Earth-based simulation?

-   What did you learn about NASA's Lunar CRater Observation and Sensing
    Satellite (LCROSS) mission?

-   What is the primary goal of the LCROSS mission?

-   Why is it important for scientists to search for water on the Moon?

-   What types of tasks (or work) do scientists do? What do engineers
    do?

**ENGINEERING DESIGN AND SCIENTIFIC INQUIRY**

Discuss engineering design and scientific inquiry to assess students'
understanding of these fundamental processes.

*[Major concepts of the engineering design process]{.underline}*

-   Engineers start out with a set of parameters *or criteria* to which
    they must adhere.

-   There is no "right" order to this engineering design process. Some
    engineers start by drawing or sketching, some first conduct
    research, others begin by brainstorming, and others start by
    building and testing small models or conducting experimental
    simulations. Many tests and changes are made before a final design
    is completed.

-   Failure is very important to the engineering design process. Often
    more is learned from failure than from success. It is important to
    learn what doesn't work first through experimental simulation rather
    than after the actual full-sized design is built. Testing and
    refining materials, shapes, and overall designs is very important to
    engineering.

*[Discussion questions]{.underline}*

-   How did you come up with ideas for possible launching device
    designs?

-   How many of you found a successful solution with your very first
    design? How many of you built more than one design? Why?

-   Why do you think it might be important for NASA to first learn all
    the things that don't work by conducting an experimental simulation
    on Earth rather than build the actual lunar impactor without any
    initial testing?

> **REDUNDANCY**
>
> One way to reduce risk is through redundancy. For example, when NASA
> sent the Mars Exploration Rovers, NASA purposely built two rovers
> instead of one in case one rover failed. LCROSS will have some
> redundancy as well. The impactor will be carried by the shepherding
> spacecraft after it separates from LRO. This shepherding spacecraft
> will send the impactor into the Moon and take measurements of the
> resulting plume. The shepherding spacecraft will then act as an
> impactor itself, also crashing into the Moon for a second impact.

*[Major concepts of scientific inquiry]{.underline}*

-   If more than one variable changes at the same time in an experiment,
    then the outcome of the experiment may not be clearly attributable
    to any one of the variables.

-   Results of scientific investigations are seldom exactly the same,
    but if the differences are large, then it is important to try to
    figure out why. Repeating an experiment is important to ensure that
    results are reliable.

*[Discussion questions]{.underline}*

-   What did you do to maintain the same setup in every trial of your
    experiment? What did you change? Why is it important to only change
    one variable at a time?

-   Why do we do each experimental trial more than once?

> **RELIABILITY AND REPRODUCIBILITY**
>
> If a trial is done only once, then it is difficult to know if the
> results are an outcome of the experiment or a fluke, accident, or
> mistake due to equipment failure, unusual conditions, or operator
> error. If a trial is repeated a number of times, the chance that the
> results are due to some unexpected condition or mistake will be
> smaller. Furthermore, if the experiment can be repeated by many groups
> of people in different places and with different equipment, then the
> results are even more believable. We call this reliability and
> reproducibility.

Extension:

Have students design and carry out other experiments with their
Earth-based launching device. For example, they might try to determine
the projectile mass or shape that results in the most ejection of "lunar
soil."

Resources:

-   Activity adapted from the following NASA Impact Crater lesson
    included in Exploring the Moon -- A Teacher's Guide with Activities,
    NASA EG-1997-10-116-HQ
    http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Exploring.the.Moon.html

-   Lunar Planetary Institute "Making Impact Craters" lesson:
    <http://www.lpi.usra.edu/education/explore/shaping_the_planets/activity_glance2.shtml>

-   Other Lunar Reconnaissance Orbiter activities:
    <http://www.lpi.usra.edu/education/explore/LRO/activities/>

-   Lunar Reconnaissance Orbiter (LRO): <http://lunar.gsfc.nasa.gov/>

-   Lunar CRater Observation and Sensing Satellite (LCROSS):
    <http://lcross.arc.nasa.gov/>

Appendix

**DISCUSSION QUESTIONS**

*[The design process]{.underline}*

-   What ideas do you have for your design?

-   How might you come up with some ideas?

-   Which idea do you want to pursue and test?

-   How do you think your design is going to work?

-   Have you tested the design?

-   What problems are you having with your design?

-   Have you thought about what you want to change? (Encourage students
    to change one thing at a time so they can see what changes make a
    difference).

-   Will your design work the same way every time?

-   How can you make your design more stable, strong, or more reliable?

-   Can you add to your design to make it more interesting or
    attractive?

-   Has everyone on your team helped with the design? How?

-   Does your design meet all of the criteria?

*[Sharing designs]{.underline}*

-   What materials and methods worked best? Why?

-   What resulted in the deepest craters? Why?

-   How can you be sure that the amount of force you use each time is
    the same? Which designs are best at this?

-   Which designs result in the most consistent results?

-   Which designs allow the projectile to be launched from different
    angles consistently and easily?

-   What challenges did you face? How did you or could you correct this
    problem?

**SETTING UP THE LUNAR TARGET STATION**

Students will create their Lunar Target Station by layering 2--3 soil
substances inside a large aluminum roasting pan or similar container. To
make the crater analysis easier, the soils should vary in texture and
color. For example, start with one bottom layer of kitty litter, then
add one middle layer of flour, and finish with one top layer of cocoa
powder. Each layer should conceal the layer below.

**CHOOSING A CONTAINER**

The type of container used will depend on the design of the launching
device. Some students may need a container that has a shallow lip while
other students may need a container that is wide, making it an easier
target to strike.

**LAYERING THE SOIL**

It is important to layer the soils in such a way that after impact, the
underlying subsurface soil will demonstrate a measurable ejecta blanket
over the contrasting topsoil, allowing students to observe if they have
excavated the deeper "lunar soil." In this regard, the Lunar Target
Station is a sort of mini-experiment within the Challenge. Students will
need to experiment with the thicknesses of the soils in their container
to see which setup works the best, keeping in mind that the thickness
may vary from layer to layer. For example, when setting up their "lunar
surface," students should test to see that the top layer is not so thin
that every launched projectile penetrates to the deepest subsurface
soil, but also not too thick so that the projectiles never penetrate the
topsoil to create the desired ejecta blanket. If the projectile always
reaches the bottom or, alternatively, if the projectile never reaches
the contrasting subsurface layer, then nothing is learned. *(See images
next page.)*

To save time and resources, during initial testing of the launching
device students may choose to use only [one]{.underline} "lunar soil"
substance in their Lunar Target Station, as they will merely be testing
to see if their design results in a measurable crater. Later, as
students test for the best angle of impact, they will need to work with
the multi-layered "lunar soil" in their Lunar Target Station so that
they can see if and how the different layers are excavated.

**ESTABLISHING SAFETY GUIDELINES** (suggestions include...)

-   Designate a testing location (outdoors, inside a large multi-purpose
    room, inside a gymnasium). If only one Lunar Target Station exists,
    then establish a schedule of testing times, allowing each group to
    test their devices and measure their craters one at a time.

-   If working with more than one Lunar Target Station, then uniformly
    orient each station so that teams launch their projectiles in the
    same direction, away from other students. Create a chalk or tape
    line behind which students are restricted from crossing except when
    the teacher or a designated testing coordinator indicates it is safe
    to do so.

-   Use safety glasses.

**Sample Lunar Target Station #1** (undisturbed soil, no crater)

![](media/image3.jpeg){width="4.3125in" height="2.9930555555555554in"}

![](media/image4.jpeg){width="6.520833333333333in"
height="4.326388888888889in"}**Sample Lunar Target Station #2**
(disturbed soil, crater in upper left corner)

![](media/image5.jpeg){width="7.6in" height="9.5in"}

Team Members:

### 

### Team Name: Date: 

### Impact Experiment Data Sheet

**Directions:**

1.  Using your team's launching device, propel a standard projectile
    into the Lunar Target Station [three times]{.underline} at a 15º
    angle. Use the same projectile and approximately the same amount of
    force for every trial.

2.  Measure and record the depth of the crater at its deepest point, the
    diameters of the crater, and the area of the ejecta blanket for
    every trial. (The ejecta blanket is the underlying subsurface "lunar
    soil" that is kicked up and made to fall back to the lunar surface
    on top of the topsoil of a contrasting color. ***Be sure to include
    your units of measurement!*** (inches, centimeters, millimeters,
    etc) Also record how many layers of soil were revealed.

3.  Repeat this experiment at a 45º angle and again at a 70º angle etc.

Experiment Data:

+---------+---------+-------------+-------------+-----------+---------+
| **15º   | **C     | **Crater    | **Crater    | **Area of | **\# of |
| angle   | rater** | Diameter    | Diameter    | Ejecta    | layers  |
| of      |         | (length)**  | (width)**   | Blanket** | rev     |
| i       | **      |             |             |           | ealed** |
| mpact** | Depth** |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 1**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 2**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 3**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+

+---------+---------+-------------+-------------+-----------+---------+
| **45º   | **C     | **Crater    | **Crater    | **Area of | **\# of |
| angle   | rater** | Diameter    | Diameter    | Ejecta    | layers  |
| of      |         | (length)**  | (width)**   | Blanket** | rev     |
| i       | **      |             |             |           | ealed** |
| mpact** | Depth** |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 1**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 2**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 3**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+

+---------+---------+-------------+-------------+-----------+---------+
| **70º   | **C     | **Crater    | **Crater    | **Area of | **\# of |
| angle   | rater** | Diameter    | Diameter    | Ejecta    | layers  |
| of      |         | (length)**  | (width)**   | Blanket** | rev     |
| i       | **      |             |             |           | ealed** |
| mpact** | Depth** |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 1**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 2**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 3**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+

+---------+---------+-------------+-------------+-----------+---------+
| **      | **C     | **Crater    | **Crater    | **Area of | **\# of |
| \_\_\_º | rater** | Diameter    | Diameter    | Ejecta    | layers  |
| angle   |         | (length)**  | (width)**   | Blanket** | rev     |
| of      | **      |             |             |           | ealed** |
| i       | Depth** |             |             |           |         |
| mpact** |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 1**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 2**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+
| **Trial |         |             |             |           |         |
| 3**     |         |             |             |           |         |
+---------+---------+-------------+-------------+-----------+---------+

**Observations:**

**Conclusions:**