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Fieldwork with junior-grade students within an optional Astronomy subject, plus analysis of results and curricula, supports integrating this experimental approach into secondary physics and, with mathematical simplifications, also into primary education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/determination-of-the-size-and-depth-of-craters-on-the-moon/598093/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/determination-of-the-size-and-depth-of-craters-on-the-moon/598093.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is experimental work in astronomy often difficult for education?","Question",{"text":63,"@type":64},"It is hindered by long-lasting processes, overly distant objects, and the need for too expensive professional astronomical equipment, making such experiments sometimes impossible.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper determine the size and depth of lunar craters?",{"text":68,"@type":64},"Crater lateral size and depth are determined from photographs using simple calculations, aiming to keep the procedure accessible with relatively simple equipment.",{"name":70,"@type":61,"acceptedAnswer":71},"At which educational levels does the study argue this experiment can be used?",{"text":72,"@type":64},"The analysis of student results and curricula suggests suitability for secondary school physics; 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In this paper, we present an example of observation of the Moon, which is our nearest astronomic object and therefore does not require professional astronomic equipment for observation. We focus on the observation of craters on the Moon, determining their lateral size and depth on the basis of photographs and simple calculations. The fieldwork with students of junior grade school education was performed within the framework of the optional subject Astronomy. An analysis of the results of the students’ experimental work, as well as of curricula on various levels of education, led us to conclusion that this kind of experimental work is suitable for incorporation in secondary school physics education. With some mathematical simplifications, however, the treatment of the topic can also be appropriate in primary school. Such experimental work enables students to gain specific natural science and mathematical competences that are also required for the study of other natural phenomena.  \nKeywords: astronomic observations, craters, the Moon, natural science competences  \n1 University of Maribor, Faculty of Electrical Engineering and Computer Science, Slovenia.  \n2 University of Maribor, Faculty of Education and Faculty of Medicine, Slovenia.  \n3 *Corresponding Author. University of Maribor, Faculty of Natural Sciences and Mathematics, Slovenia; [robert.repnik@um.si](robert.repnik@um.si).  \nDoločitev velikosti in globine kraterjev na Luni  \nVladimir Grubelnik, Marko Marhl in Robert Repnik  \n• Pri preučevanju astronomskih pojavov je eksperimentalno delo zaradi časovno predolgotrajnih procesov oziroma preveč oddaljenih objektov in s tem predrage astronomske opreme velikokrat oteženo oziromanemogoče. V prispevku predstavljamo primer opazovanja Lune kot nam najbližjega astronomskega objekta, pri čemer ne potrebujemo profesionalne astronomske opreme. Osredinimo se na opazovanje kraterjev na Luni, pri čemer na podlagi posnetih fotografij in preprostihračunskih operacij določimo velikost in globino kraterjev. Z namenom preučevanja, kako so posamezne faze eksperimentalnega dela primernena področju izobraževanja, smo spremljali delo študentov razrednega pouka pri izbirnem predmetu astronomija. Na podlagi analize rezultatoveksperimentalnega dela študentov in analize učnih načrtov na različnih stopnjah izobraževanja smo ugotovili, da je omenjeno eksperimentalno delo primerno vključiti v pouk fizike na področju srednješolskegaizobraževanja. Z določenimi matematičnimi poenostavitvami pa je obravnava problema primerna tudi v osnovni šoli. Poudariti velja še, da si učenci prek obravnavanega eksperimentalnega dela pridobivajo tudinekatere naravoslovno-matematične kompetence, ki jih potrebujejo pri preučevanju drugih naravnih pojavov.  \nKljučne besede: astronomska opazovanja, Luna, kraterji, naravoslovne kompetence  \nIntroduction  \nExperimental work in connection with the study of astronomic objects and phenomena often requires expensive astronomic equipment. Besides insufficient knowledge about complex working methods, this is the main reason for the lack of experimental work of this type in the educational area. In this paper, we present an example of experimental work using a telescope, where relatively simple astronomic equipment is sufficient ([Astroshop.eu](Astroshop.eu), 2017; Telescope: Meade ACF-SC 203/2000 8’’ LX200; Astro camera: The Imaging Source DFK), making it financially accessible for primary and secondary schools. The focus is on measurements ofthe diameter and depth of craters on the Moon’s surface.  \nCraters on the Moon were first observed by Galileo Galilei, who made his first telescope in 1609","cbCaiir02JhHS1wV","https://ap.wps.com/l/cbCaiir02JhHS1wV","pdf",360613,"English","# Introduction\n## Experimental setup and educational accessibility\n## Historical background and crater terminology\n## Available resources and study focus\n## Relevance of crater diameter and depth ratio","[{\"question\":\"Why is experimental work in astronomy often difficult for education?\",\"answer\":\"It is hindered by long-lasting processes, overly distant objects, and the need for too expensive professional astronomical equipment, making such experiments sometimes impossible.\"},{\"question\":\"How does the paper determine the size and depth of lunar craters?\",\"answer\":\"Crater lateral size and depth are determined from photographs using simple calculations, aiming to keep the procedure accessible with relatively simple equipment.\"},{\"question\":\"At which educational levels does the study argue this experiment can be used?\",\"answer\":\"The analysis of student results and curricula suggests suitability for secondary school physics; with mathematical simplifications, the topic can also be appropriate for primary school.\"}]","Determination of the Size and Depth of Craterson the Moon | PDF",1792086273,48]