Student activitybook2011

IDAHO TECH 2011
Mars Rover Challenge

Activity Book
Student Workbook
Created by the NASA Idaho Space Grant Consortium
http://id.spacegrant.org/index.php?page=idaho-tech

Contents

PART ONE: TEAMBUILDING
Building a Working Team 1
The Spaghetti Incident 2
Copy Cat 3
Parts of the Whole 10
3-2-1 Pop! - An Effervescent Race 21
Earthling Exploration of Mars 26
Idaho TECH WWW Activity 33

PART TWO: EXPLORING MARS
Pepsi on Pluto – Weighing In & Growing Old 36
Hangin’ Out on Mars!?! 38
Mars in Reverse 42
Crater Creation 43
Martianscape 47
The Winds of Change 48
Geography & Mission Planning 49
Mars Mosaic 51
Strange New Planet 55
Mapping Unknown Surfaces 57
What on Earth Mars? 59
Online Resources – More Fun on the Web 67

Before you begin these activities, talk with your teacher about how to create the Idaho
TECH Lab Notebook. The Notebook is a very important part of Idaho TECH, and is
referenced in all of the activities in this book.
The activities presented in this book were placed in a specific order for maximum
educational benefit. We highly recommend that you complete the activities in the order
they are presented so the activities will build on each other as intended.

Questions? Call (208) 885-6030, or email idahotech@uidaho.edu

Building a Working Team
Before you begin with the activities in this book, ask your
teacher to show you how to build a working team.
(your teacher has this activity in the Teacher’s Edition of the Student Activity Book)

One of the biggest challenges that you will face in designing and constructing your Mars
Rover is working together as a team. It is really fun to be a part of a team, but it takes a lot
of work to be part of a strong team. Different people have different ideas about how to
accomplish the same goal. This is normal. There are so many different ways to build a
rover or to make a poster and to do it well. Developing your ideas together is definitely
going to be a challenge, but the 4 C’s will help guide you along the way. You are
guaranteed to have loads of fun in the Mars Rover Competition if you can master the 4 C’s.
! Can you figure out the 4 C’s? !
Here is one to get you started. Ask your teacher for the 4 C’s after you have thought of all
the ones that you can.

? ?
Cooperation

?
_________

?
_________

? _________

Here’s a Challenge
You can probably think of more words than just four. First, see how many “C” words that
you can think of that are important for good teamwork. Write them in the space below. Now
think of any other non-“C” words that might help you to reach your goal of being a good
team and write them below. Finally, after you have all written all the words that you can
think of, sign your names to the bottom of the page. This is an agreement to try to follow
these ideas when you are working on your Rover. You can cut this out and glue it into your
Idaho TECH Lab Notebook as a reminder. Remember to leave the first page of your
notebook blank, however - this is where your timeline will go!

Idaho TECH * Student Workbook * 1

The Spaghetti Incident
Adapted from a lesson entitled “Lesson Plan 2: Developing Successful Teamwork Skills” at the
LessonPlansPage.com located at www.lessonplanspage.com/ScienceSSMars2DevTeamworkSkills56.htm

Why should your team do this activity?
No matter how good each individual on your team might be at building a Rover, working
together as a team will greatly improve your success at the Design Competition. It takes a
long time to learn how to work well together as a team, so the more practice you get, the
better your team will be! This activity will help your team practice working together.

The Necessities:
A timer or watch with a second hand
12 pieces of dry spaghetti noodles (plus a few extras in case some break)
6 gumdrops
Small bag of miniature marshmallows
Meterstick
A pen or pencil
Your Idaho TECH Lab Notebook

Directions:
(1) Your team will try to build the tallest tower possible with only the materials listed above
in ten minutes. Your team can use as many marshmallows as you wish, but only 12
pieces of spaghetti and 6 gumdrops. Here are the rules: each team member of your
team has to participate and you cannot talk to each other at all. If you talk, your
teacher will take away one of your gumdrops, so watch out!

(2) Build away! Make sure someone keeps track of time if the teacher is not doing this for
your team.

(3) Once ten minutes is up, measure
how tall your tower is, and record
this height in your Lab Notebook.
Also, write a few notes in your
Notebook about how your team
went about constructing your tower.
Think about how you could have
worked together as a team better.
What would you do differently
next time?

(4) Clean up your tower and eat the
gumdrops!


Copy Cat
Adapted from the Putnam Northern Westchester BOCES Outdoor Education Program’s Challenge Course

This activity is another great way to improve your team’s communication skills. Not only will
you have to work together while designing and constructing your Rover, but you will also
have to work together during the Design Competitions. Many times, teams lose their ability
to communicate well while under pressure (like during the Competition). By completing this
activity, each member of your team will have a chance to practice and improve his or her
skills for giving specific directions, listening, and asking questions. These skills will
undoubtedly help your team work together as a unit, both before the Design Competition
and during the Competition.

The Necessities:
A few pairs of scissors
One set of Copy Cat Shapes for each team member (see pages 4-9)
Pen or pencil
Idaho TECH Lab Notebook

Directions:
Your teacher will
explain to you how
to complete this activity.
Have Fun!

Example Design


One Set - Copy Cat Shapes


Parts of the Whole: Developing a Sense of
Team Skills
Working as a team and being aware of the different roles that individuals play on a team is
one of the most important parts of solving a problem as a group. Sometimes it seems much
easier to take control and to work out the problem without the help of others, but working as
a team can be very rewarding. There are many ideas that team members have that you
may not be able to discover on your own. As people work together as a team, they begin to
discover that some of the team members are good at more than one role (what that person
is supposed to do for the team), while others seem much stronger at one role over another.
Discovering which role each member of the team will be best at is an important step in
helping the team to work well together.

The Necessities:
12 wooden matches or sticks the length of wooden matches
A pair of scissors
6 pencils (not sharpened)
8 pennies
Pen/pencil for writing, scratch paper
Role Question Sheet (see pages 12-17)

Directions: As a team, try the brain-teasers on the next three pages. For each
puzzle, have individual team members select a different role each time until everyone has
had a chance to participate in every role at least once. Your team can decide how to
change roles each time, as long as you do it in a fair fashion. After you complete each
puzzle, each team member should answer the questions (located before the puzzles in your
Activity Book) for their role. There is a question sheet included for each team member.
After each team member has had a chance to be in each role at least once, discuss your
answers as a group. Write overall comments of the group in your Idaho TECH Lab
Notebook.

Remember….it can feel frustrating to be in a role that does not fit with your skills or
! personality, but it is important that you try each role in order to discover what each !
member of your team, including yourself, will be good at.

Go to the next page
to find out
about your roles!

Role Descriptions


Guide: The guide leads the group in solving the problem.
! Read the problem to the whole group
! Listen to all the members of the group
! Ask questions about their suggestions
! Make the decision about what needs to be done to solve the problem,
using the teams input (the guide can have a group vote to decide on
the solution or can make the final call of what solution will be attempted)

Organizer: The organizer is responsible for organizing all of the ideas and
solutions that come about in the problem solving process.

! Keep notes of ideas or suggestions in the Lab Notebook
! Keep notes of the process in your Lab Notebook: What did the group
try first? Second? What is working? What isn’t working?

Brainstormers (1-2 people) : The brainstormers are the idea people.
! Think of suggestions for solving the problem.
! Ask others in the group their ideas when the “brainstormers” have run
out of ideas.

Do not worry if you are stumped. Remember that you have a whole group of minds.
! Do not be afraid to ask the other group members what they think.
Usually all people in a group are responsible for giving ideas. !

Builder (1-2 people) : The designers / builders will be the hands-on people.
! Listen carefully to team members and try to recreate what they are
suggesting to you.
! Move the parts of the puzzle to solve it.

The individuals who are in the designer/builder role should be
! the only people who are touching the puzzle pieces. !


Role Question Sheet Name:
Answer the questions about each role immediately after you have completed
that role. After everyone has completed all of the roles, discuss your
answers as a group.

Guide
Can you name some important qualities of the person responsible for leading the group?

Did you like being the guide?

Organizer
Why do you think it is important to have someone writing down the ideas that were
discussed?

What are some important qualities of a recorder/organizer?

Brainstormer
Did you find it easy to come up with ideas?

What was the most difficult thing about being the brainstormer?

Builder
Was it easy to follow the other team members’ instructions?

Did you like being the builder? Why or why not?


answers as a group.

Guide


Organizer
discussed?


Brainstormer


Builder



PUZZLE # 1: THREE SQUARES
Set up instructions: Take twelve matches and arrange them into a grid shown below.
The Challenge: Move only three matches so that you get exactly three perfect squares.
You can pick matches up off the table.

PUZZLE # 2: CORRECT EQUATION
Set up instructions: Arrange the matches into the equation that is shown below.
The Challenge: Move three matches to new positions to get a correct equation.
This puzzle can be solved in two different ways.
(Note: In Roman Numerals this says 7=1. However, one of the answers to this equation
will be in all numbers, while the other answer will be in Roman Numerals.)


PUZZLE # 3: THE “M” PUZZLE
Set up instructions: Cut out the pieces below in order to complete this puzzle.
The Challenge: The objective is to make the shapes into a symmetric letter “M” for Mars.
You are allowed to rotate the pieces as you wish and even turn them over, but they must
not overlap each other in the final configuration.

PUZZLE # 4: THE SIX PENCILS
Set up instructions: Gather 6 pencils. It is as easy as that.
Challenge: It is possible to place six pencils on the table in such a way that every pencil
touches two other pencils, as shown below. Your challenge is to figure out a way to place
the pencils so that each pencil touches all five of the other pencils.


PUZZLE # 5: Four Stacks
Set up instructions: Place eight pennies in a row as shown below.
Challenge: The objective is to make four stacks of 2 coins each with only four moves.
Every move consists of jumping a coin over two coins (either coins in a stack or over a
single coin) in one direction and ending up on a coin after the jump (note that spaces don’t
count as a coin).

PUZZLE # 6: ADD IT UP
Set up instructions: Cut out the numbers below.
The Challenge: Place the numbers in the same formation grid that they were arranged in
before you cut them out. Then, rearrange the numbers so that all the rows in every
direction (vertical, horizontal and diagonal) add up to 15.

1 2 3
4 5 6
7 8 9

3-2-1 Pop! – An Effervescent Race
Adapted from NASA’s “Rockets: A Teacher’s Guide with Activities in Science, Mathematics, and Technology”

A large part of the Mars Rover Competition, and science in general, is keeping a good lab
notebook. A good lab notebook is a daily, detailed account of the design process that many
scientists use in their work. If a scientist does not keep a good lab notebook, and one day
makes a grand discovery, it is quite possible that the scientist will not fully understand
exactly what happened. If the scientist kept really detailed, frequent records during his or
her work, then a great discovery is more likely to be well understood. Your Engineering
Team will want to keep good records of your Design Process too, because then you will be
able to learn which designs worked and which did not, etc.

Engineering Design Process
What exactly is the Design Process, you ask? Well, the Design Process consists of the
following steps: identify the problems, set the goals, brainstorm design ideas, select and
construct a design, test and revise the model, and finally, present the final product. Let’s go
into a little detail about these steps:
(1) Identify the problems
You team will need to develop general statements or questions that will spell out what
you need to do, and what you have to do it with. For example, a question could be -
“How can we design a rocket from the given materials that can fly really high?”
(2) Set the goals
After you have a general idea about what your team needs to do, you will then need to
break the general idea up into more specific tasks, or goals. Goals should be as
specific as possible, and should address the general problems initially identified. For
example, one goal could be “Our rocket will be able to fly as high as the ceiling.”
(3) Brainstorm design ideas
The key to brainstorming is to remember that there are no bad ideas! Each idea, no
matter how off-the-wall it seems, should be recorded during the brainstorming session.
Try to be creative -- the more ideas generated, the more likely it is that a successful
design will result! Ask your teacher for a jump start if you need help to get going.
(4) Select and construct a design
After the brainstorming phase, the team will need to decide which ideas it likes best,
and then construct prototypes (original designs) that turn these ideas into actual
creations!
(5) Test and revise the model
After initial prototypes have been constructed, your team will need to thoroughly test
them in order to see both their strengths and weaknesses. If something doesn’t work
the way you thought it would, you may want to look at that problem more closely, and
set goals to tackle it. For example, you could ask items such as “How high does it fly?”
and “Does it fly in a straight line?”, and if it does not – you can look at ways of changing
your design so it will. Make sure to keep using those brainstorming skills!


(6) Present the final product!
When your team believes it has a final product ready to go, it is time to present this
product to the rest of the class and your teacher! Make sure your team includes all of
the details of design and construction in your Notebook so that anyone else will be able
to build the exact same rocket. You may want to draw a picture of your rocket, or even
complete a verbal presentation about your rocket and how you designed it!

Okay…..so now we know about the process of doing great engineering work, so now what?
This activity will walk you through the steps of the Design Process and the components of a
good lab notebook, while you test how several factors affect the flight of a rocket. But
before you start making rockets, you will need to read some background information about
an excellent scientist named Sir Issac Newton (he probably had a great lab notebook too!):

In a book published in 1687, Sir Issac Newton stated three important principles that govern
the motion of all objects. These principles are now known as Newton's Laws of Motion.
Newton's Laws state:
" Law 1: Objects at rest will stay at rest and objects in motion will stay in motion in
a straight line unless acted upon by an unbalanced force
" Law 2: Force is equal to mass multiplied by acceleration (F=ma)
" Law 3: For every action there is an equal and opposite reaction

These principles are demonstrated when a rocket lifts off. To begin with, a rocket at rest is
able to lift off because it is acted upon by an unbalanced force (First Law). This force is
produced by the thrust of the engines. The rocket then travels upward with a force that is
equal and opposite to the downward force of the engines (Third Law). The amount of force
is directly proportional to the mass of fuel expelled from the rocket and how fast it
accelerates (Second Law).

Now it is time to conduct some research about your rocket’s “fuel.” Your rocket’s base will
be made of a film canister with a construction paper nose and fins attached. To make your
rocket lift off, you will put some water and part of an antacid tablet in the canister, and then
quickly put the lid on. Then just set it on a table and watch it go (make sure to stand back
so you don’t get hit by the flying rocket)! So exactly what is your “fuel?” The reaction that
occurs between the water and antacid tablet acts as the rocket propellant, so the water and
antacid tablet are your “fuel.” Take a minute to read the following background information
about rocket propellants:

As rocket propellants burn faster, the mass of the expelled gases increases. Also, the
speed of the exhaust gases increases as they accelerate out of the rocket nozzle. Newton's
Second Law of Motion states that the force or action of a rocket engine is equal to the mass
expelled multiplied by its acceleration. Therefore, increasing the efficiency of rocket fuels
also increases the performance of the rocket.

One method for increasing the efficiency of rocket fuels involves surface area. Expanding
the burning surface increases the burning rate. This increases the amount of gas and
acceleration of the gas as it leaves the rocket engine. In a liquid propellant rocket, liquid
propellants spray into a combustion chamber to maximize their surface area. Smaller
droplets react more quickly than do larger ones, increasing the acceleration of the escaping
gases. How can you alter the surface area of your water/antacid tablet “fuel?”


Another method for increasing the efficiency of rocket fuels involves temperature. In liquid
propellant rocket engines, super cold fuel, such as liquid hydrogen, is preheated before
being combined with liquid oxygen. This increases the reaction rate and thereby increases
the rocket's thrust. How do you think this applies to your rocket’s “fuel?”

Now your team is ready to follow the directions below for Propellant Research. The results
of this experiment will help you design your rockets. Once you are satisfied with your
Propellant Research results, continue with the directions for the Design Process. Have fun,
and make sure to keep a great Lab Notebook!

The Necessities:
A timer or watch with a second hand
4 Alka-Seltzer or other effervescent tablets
Tweezers
2 beakers
Warm and cold water
Thermometer
35mm film canisters with internal sealing lids (usually the clear canisters) - these can
typically be obtained from a film developing shop, which recycles these containers
Construction paper
Tape
Scissors
Paper towels
Pens or pencils

Directions for Propellant Research:
(1) Using construction paper, tape, and scissors, design a rocket by wrapping the
paper around the outside of a film canister. The lidded end of the canister should
provide the base for the rocket (it should face down). Try to create rockets of
varying lengths and make sure to include a cone-shaped nose and fins on each
rocket.
(2) Turn the rocket upside down and fill the canister 1/3 full of water.
(3) Drop in half an antacid tablet and quickly snap the lid on tight.
(4) Quickly stand the rocket on its base (lid down) on the floor or tabletop and stand
back! Your rocket should launch in a matter of seconds!
(5) Your team should then conduct further launches to help you answer the following
questions:
" How does the amount of water placed in the canister affect how high the
rocket will fly?
" How does the temperature of the rocket affect how high it will fly?
" How does the amount and surface area of the antacid tablet used affect
how high the rocket will fly?
" How does the length or empty weight of the rocket affect how high it will fly?


Directions for Design Process:
(1) At the top of a page in your Lab Notebook, write the
date. On the next line, write the names of the team
members present. On the following line, write “3-2-1
Pop! – An Effervescent Race Activity.” Now, you
are ready to get started with the first step in the
Design Process - identifying the problems. Your
questions should be general to begin with, and as
you test and revise your designs, they will probably
become more specific. A good question to start with might be “How can we
design a rocket out of the given materials that can fly really high?” Write your
questions in your Notebook, under the heading “Step 1: Identify the Problems.”

(2) The second step in the Design Process is setting the goals, so you will need to
make another heading called “Step 2: Set the Goals” in your Lab Notebook.
Under this heading, make a goal for each problem identified. Try to be as
specific as possible. For example, a goal for the question in number one above
could be “Our rocket will be able to fly as high as the ceiling.”

(3) The third step in the Process is brainstorming design ideas. What do you
think you can do in the design of your rocket that would make it fly really high?
Make a list of your ideas in your Lab Notebook under a heading called “Step 3:
Brainstorm Design Ideas.” You will need to brainstorm design ideas for each
goal you create. If you’re having trouble thinking of ideas, ask your teacher to
help you get started.

(4) Now for the fun part!! The next step is to select and construct a design. Pick
one of the designs you listed in your Notebook. Choose one member of your
team to construct and test the design -- don’t worry, everyone will get a turn!
You will also need to select one team member who will take notes in the Lab
Notebook about the chosen design.

(5) Using construction paper, tape, and scissors, construct a rocket by wrapping the
paper around the outside of a film canister. The lidded end of the canister
should provide the base (bottom) of the rocket. Don’t forget to include a cone-
shaped nose and some fins on your rocket. Remember to follow the design idea
that you chose from your list in the Lab Notebook!

(6) The team member who is taking notes should write down exactly how the rocket
is being constructed. Write these under a heading called “Step 4: Select and
Construct a Design.” How long is the nose? What do the fins look like?
Maybe drawing a picture would help. Remember to write neatly, so that anyone
else on your team can understand exactly how to build another rocket identical
to the one being built.
(7) Once the rocket has been built, it is time for the really fun part! Make another
heading in your Lab Notebook called “Step 5: Test and Revise the Model.”
The rocket builder will test the rocket in Step 8, and the note-taker will take
careful notes about how the rocket performs. How high does it fly? Does it fly in
a straight line? Make sure to take good notes about the rocket launch!


(8) Now it is time to launch your rocket!
Remember to have the note-taker take
careful notes on this next part, too. How
much of each ingredient is used? Does it fly
straight? Remember to follow your design
idea. The team member who built the rocket
can now turn the rocket upside down, place
some water and a piece of (or whole) antacid
tablet into the film canister, and quickly snap
the lid on tight (do NOT use more than one
antacid tablet in your launch!). Then, quickly
stand the rocket on its base (the lid side
should be sitting on the floor or on a table)
and make sure the whole team stands back
to watch the launch!

(9) Wow – you launched! Did it go as you had planned? I bet you wish you could
change a few things so it will be even better, right? That means it is time to
revise your model. This process of testing and revising will probably take
place many times before you reach your final goal. Think about your design and
how it can be improved in order to reach your goal. Make another list in your
notebook of the new ideas that you brainstorm under a heading called “Model
#2.” Continue repeating the process (take turns building and testing your
rockets and taking notes in your Lab Notebook so it is fair to everyone on your
team) until you have reached your final goal. Your team might encounter new
problems needing to be addressed. If you want, you can try to design a rocket
that addresses those problems as well.

(10) Once the team feels that you have designed a rocket or rockets that accomplish
your goals, it is time to present your final product! Make a heading in your
Lab Notebook called “Step 6: Present the Final Product.” Under this heading,
draw (as neatly as you can) a diagram of your final rocket design. Include ALL
of the details so that anyone who might pick up your Notebook can build the
exact same rocket. You might even want to include a picture of your team with
your creation! Be sure to share this part of your Notebook with your teacher so
he/she can see how you followed the Engineering Design Process in order to
create your final design. You might want to even practice giving a verbal
presentation about your rocket to your teacher, since your team will also have to
present about your Rover at the Idaho TECH Preliminary Design Competition!


Earthling Exploration of Mars
Adapted from Thursday’s Classroom activity “Red Planet Time Line” located at
www.thursdaysclassroom.com/20jul01/teachtimeline.html

Your Engineering Team will be taking on a challenging task in the next few months:
designing and constructing a Rover that will be put through a series of demanding tests at
the Design Competition. This is a big challenge, but don’t feel overwhelmed! If your team
divides this large task into many smaller tasks, you can easily focus on one small task at a
time. Once one is complete, you can move on and tackle your next task. Before you know
it, you will have an awesome Rover built! Quite an accomplishment!!

In this activity, your team will learn about the exploration of Mars. Then, the directions will
help your team create a timeline that summarizes the Mars exploration you just learned
about. A timeline is an organized way to list events according to when they happened or
when they will happen. By looking at this timeline, you can quickly and easily see past
events and current progress. Then you can use your new timeline-making skills to make
your own timeline for designing and building your Rover. This timeline will help you focus
on smaller tasks during the next few months, so that by the time the Design Competitions
roll around, your Rover will be ready to go! Remember, a timeline is one of the
requirements for your Idaho TECH Lab Notebook, so we highly encourage you to
complete this activity!

The Necessities:
“The Earthlings Are Coming” story (see below)
A ruler, a pencil, and some scratch paper
Optional: poster-sized paper or posterboard, and art supplies (paints, markers,
construction paper, etc.)

Directions:
As a group, read the story called “The Earthlings Are Coming,” which starts on page 30.
You can either read it out loud, taking turns, or if your teacher wants to make a copy for
each member of your team, you can read it individually. When everyone has finished
reading the story, follow Steps 1-10 below as a group to make A Red Planet Timeline for
your team’s Lab Notebook.

(1) First, your team needs to choose roles before you begin to make a timeline.
Choose one team member, the Guide, to read the following steps aloud to your
team (start reading now "). Choose another team member to be the Organizer,
who will write the timeline in your Lab Notebook. The remaining team members
will be the Timekeepers, and will be in charge of the information that will go on
your timeline.

(2) Organizer: Open your Lab Notebook to a blank piece of paper. Using a ruler and
pencil, draw a 12-inch diagonal line on the paper. Write “A Red Planet Timeline”
across the top of the paper.


(3) Organizer: Place a dot on the line you just drew at each inch mark on the ruler,
starting with the 0-inch mark. When complete, you should have 13 dots.

(4) Organizer: Below the first dot, write the year “1890.” Below the second dot, write
the year “1900.” Below the third dot, write “1910.” Keep following this pattern until
you have a year (in multiples of ten) written below each dot. Your last dot should
be labeled “2011.”

(5) Timekeepers: Get out your copy (or copies) of the story about the history of Mars
exploration. Skim through and circle all the dates you can find. Also circle the
dates that you can figure out (for example, where it may say, “seven months
later…”). Slowly read these dates to your Organizer.

(6) Organizer: On scratch paper, make a list of the dates as your Timekeepers read
them to you. Each date will have an event to go along with it on the timeline.
Think about how you will fit this information on your timeline. You will have to
keep your comments short since you do not have a lot of room. Will you write
horizontally or vertically? Will you write near the line or write above and below the
line and draw arrows to the date? The Timekeepers can tell you how much
information goes along with each date. Brainstorm ideas with all of your team
members. Plan this out before you start writing. Your timeline will have to be
neat for others to read it, so you may want to practice on your scratch paper first.

(7) Organizer: Write “1892” on the time line where it belongs (on the timeline, it
should be between 1890 and 1900 – closer to the 1890 mark). Timekeepers:
What should the Organizer write there? How about “Lowell sees canals on
Mars?”

(8) Organizer: Write “1907” on the time line where it belongs (between 1900 and
1910, right?). Timekeepers: What should the Organizer write there? Remember
to keep it short so you do not run out of room!

(9) Organizer & Timekeepers: Continue working together within your roles to write all
of the dates and events that were listed in the story on your timeline. Remember
to be neat and brief!

(10) Guide: When the timeline is complete, slowly re-read the timeline to make sure it
makes sense. Check the dates to see if they are correct and if they are in the right
place on the timeline. Finished? Great! Now your whole team can make some
drawings to decorate your timeline. Great work!

Now…..your team is ready to make a timeline for the Idaho
TECH : Mars Rover Challenge!
(1) First, your team needs to choose roles again, or if you want, you can stay in the
same roles as before. You will need a Guide, who will read the following steps
aloud to your team (start reading now "), an Organizer, who will write the timeline
in your Lab Notebook, and several Timekeepers, who will be in charge of the
information that will go on your timeline.


(2) Organizer: Open your Lab Notebook to the first page, and using the ruler and
your pencil, draw a 12-inch diagonal line on the paper just like before. Write “The
Mars Rover Challenge 2011” across the top of the paper.

(3) Organizer: Place a dot on your timeline at each inch mark on the ruler, starting
with the 0-inch mark. When complete, you should have 13 dots.

(4) Organizer: Below the first dot, write the month “January.” You should receive
your Lego kits by late January. Below the fourth dot, write “February.” Below the
!

seventh dot, write “March.” Keep following this pattern until you have a month
written below every third dot. Your last dot should be labeled “May.” This means
that you will have three inches to write down all the information for one month. In
other words, every inch represents about 10 days on your timeline.

(5) Timekeepers: Your job will be to lead your team during the next part in making
your timeline. Your team needs to brainstorm about all of the things that you can
think of that you need to do to have your Rover ready for the Design Competition.
Get out some scratch paper and write down all of the ideas that your team thinks
of. For example, one of the first things your team needs to do is inventory your
Lego kits! Other ideas include designing your Rover and making your Display for
!

your Presentation. Write down all of your ideas. If you need help thinking of
ideas, ask your teacher to help you get started.

(6) Organizer: Next, your team needs to choose the 12-15 most important things from
your list. Read the whole list to your team, and ask your team to help you decide
which are the most important. Once you have chosen the most important things,
which will be your “targets,” you and your team will need to decide in what order
you should complete these targets. Of course, some will overlap, and some will
take a long time to finish. Just try to put your targets in a general order from start
to finish. Once you have all agreed upon what order you will do your targets,
make a list starting with your first target and ending with your last.

(7) Timekeepers: Now your team needs to set a date for when each target will be
complete. For example, perhaps your team will decide that you want to inventory
your Lego kits by January 30th (the deadline is actually February 27th). Write the
!

dates you choose next to each target on your list.

(8) Organizer: Now think about your list of targets. How you will fit this information on
your timeline? Will you write horizontally or vertically? Will you write near the line
or write above and below the line and draw arrows to the date? Brainstorm ideas
with all of your team members. Plan this out before you start writing. Your
timeline will have to be neat for others to read it, so you may want to practice on
scratch paper first!

(9) Organizer & Timekeepers: Work together to place all of the dates and targets
that are on the target list on your timeline. For example, if you want to inventory
your Lego kits by January 30, write “January 30” about halfway between the third
!

and fourth dots on the timeline. Remember, each inch represents about 10 days.
Write “Inventory Lego kits” near January 30. Remember to be neat and brief!
!


(10) Guide: When the Timekeepers and Organizer are done with the timeline, slowly
re-read the timeline to make sure it makes sense. Check the dates to see if they
are correct and in the right place on the timeline. Finished? Great! Now your
team has a game plan for the Idaho TECH: Mars Rover Challenge! You know
what you want to start with, and you know when you want to get that target done
by! You can always refer to your timeline to see what you should be doing next.
You just finished one of the requirements of your Notebook as well – Great Work!!

(11) Finally, decorate your timeline in your Lab Notebook. You may want to use the
timeline in your Lab Notebook to make a bigger poster of this timeline to hang in
your classroom or wherever your team usually meets so you can look at it often.
Then it will only be a glance away!
1970

1960
2 April 1969 -- Mars 1969B

27 March 1969 -- Mars 1969A

27 March 1969 -- Mariner 7

25 February 1969 -- Mariner 6

18 July 1965 -- Zond 3

30 November 1964 -- Zond 2

28 November 1964 -- Mariner 4

5 November 1964 -- Mariner 3

4 November 1962 -- Sputnik 24

1 November 1962 -- Mars 1

24 October 1962 -- Sputnik 22

14 October 1960 -- Marsnik 2

10 October 1960 -- Marsnik 1


The Earthlings Are Coming!
Do aliens chew gum? Are there other beings out there in the dark sky? And, as Bullwinkle
would ask, "Are they friendly?" Many movies and books tell stories of bad aliens from other
worlds taking over our planet. Those scary stories make you wonder: could it happen?

Mars is a hot spot when it comes to thinking about possible creatures from other planets.
Since Mars is a neighbor to the Earth, scientists have been able to see it through telescopes
more clearly than other planets. It is also an interesting and mysterious planet. Stories
about invaders from Mars (like H.G. Wells' "War of the Worlds") are popular. Always
looking for the truth, scientists have been studying Mars since Galileo invented the
telescope in 1609.

Why Mars? Well, it is close and you can see it through a telescope. There have also been
more exciting rumors spread about Mars than about other planets. These rumors started
over one hundred years ago. An Italian scientist, Giovanni Schiaparelli, thought that he saw
lines on the surface of Mars. That was 1877 -- and when the story was translated into
English, someone translated a word wrong and said that the scientist had seen canals on
Mars. At that time, we were building lots of big canals on our planet, too. Many people
decided that creatures on Mars were designing and building canals of their own.

What were Martians doing with these canals? Another scientist, Percival Lowell, was very
interested in Martian canals. In 1892, Lowell began a long series of observations of Mars.
With his giant telescope in Arizona, he looked at Mars night after night. Watching Mars
while most people sleep is not easy. Because we have so much water in our air, the view of
Mars from Earth sometimes shimmers -- just like looking at something on the bottom of the
pool. He would look through his telescope for hours and sometimes be rewarded with a
clear view. Lowell excitedly announced to the world that there were indeed canals on Mars.
Martians were probably using the canals to send water from the polar caps to the warmer
areas around the equator of Mars, he said. He believed that Mars was a little like the
Arizona mountains -- dry and cool, with thin but breathable air. Many people agreed with
Lowell. In 1907, Alfred Wallace argued that Mars was too cold and dry for water. Wallace
said that canals on Mars "would be the work of madmen rather than intelligent beings." Still,
the idea that Martians were building canals was more popular.

Actually, there are no creatures building canals on Mars. We know that Lowell was wrong
because scientists have continued to look for the Martians! Because it is so hard to get a
good look at Mars from our planet, we Earthlings have sent spaceships to Mars for a closer
look. In the 1960's, the Soviet Union, also known as Russia, sent 8 missions to Mars. Each
mission had a problem and failed, but curious and determined scientists kept trying to find
out more about Mars by sending more spaceships. In 1964, the United States tried to send
a ship past Mars to take pictures, but the solar panels did not open; that little spacecraft is
now in orbit around the Sun!

In 1965, a spaceship from the United States named Mariner 4 arrived at Mars! Mariner 4
was the first Earthling spaceship to reach Mars and send back pictures. Mariner 4 did not
land on Mars, it flew close to the planet to get a good look (that's called a "flyby!"). Mariner
sent 22 close-up pictures of the cratered red surface. These pictures did not show any dirt
moving machinery for Martian canal building! Mariner 4 also told us that there was hardly
any air pressure on Mars (air pressure is the weight of all the gases in the air pressing down


on you). One really interesting part about the Mariner mission is that after the ship had left
Earth, the scientists on Earth sent messages to the ship to change the program. Back then,
changing the program directions in flight was a big, new idea.

Four years later, two other Mariner missions arrived at Mars. These ships also did not land,
but took close pictures and measurements of Mars. Mariner 6 and Mariner 7 each took
more than 200 pictures of Mars, measured the temperature of the surface, examined the
atmosphere of Mars to see what was in it, and measured the air pressure. The Mariners
found that there was carbon dioxide ice (like dry ice), water ice clouds, carbon monoxide,
some hydrogen, and a little oxygen. There was no nitrogen or ozone. This was a lot of new
information about the Red Planet, but scientists needed even more before they could send
a ship to land on Mars.

In 1971, Mariner 9 made it to Mars (Mariner 8 unfortunately fell into the Atlantic Ocean),
ready to orbit for 349 days. Mariner 9 sent more than 7,000 pictures back to Earth. This
spacecraft took pictures of 80 percent of the planet. The pictures showed that Mars had
many interesting places to explore: there were old riverbeds, craters, canyons, volcanoes
and plains. The weather was also diverse, with dust storms, weather fronts, ice clouds, and
even morning fogs.

None of these pictures showed canals or Martians. Scientists interested in life on Mars
began to think microbiotic life on the Red Planet was more likely than little green men!
Microbiotic life means living creatures that are so tiny you need a microscope to see them.
For example, there are many microbes living right now in your mouth! Scientists began to
study Earth microbes that could live in places as cold and dry as Mars. Some scientists
have gone to Antarctica to study the microbes there. Another scientist, Carl Sagan, imitated
the conditions of Mars in "Mars Jars" and threw in some Earth microbes to see if they could
live. Some of them did! Even though there were no big Martians in the pictures from the
Mariner spacecraft, scientists were very curious to see if there were any teeny-tiny Martian
creatures living there.

The cameras on Mariner 9 taught us lots -- enough that scientists were able to design
missions to land on Mars. The first mission to land on Mars was sent out by the United
States in 1975. This was the Viking mission. This mission had two spacecraft: Viking 1 and
Viking 2. Each of the spacecraft contained one ship to orbit the planet and another ship to
land on the surface. The Viking 1 orbiter took more pictures to help find a good landing site.
The Viking 1 lander separated and landed at Chryse Planitia in July 1976. Later in 1976,
the Viking 2 lander touched down at Utopia Planitia. The landers took color pictures of the
planet and did experiments to look for microbiotic life in the soil. The experiments were
inconclusive because Mars dirt is so different from Earth dirt. But most scientists agree that
the landers did not find signs of life.

Scientists kept studying the pictures and facts sent back by the Viking landers. They
needed more information! But what was the best way to get it? After many years, NASA
developed the Pathfinder mission. Pathfinder was designed to show that a low cost mission
could land on and explore the surface of Mars. Mars Pathfinder was launched on
December 4, 1996. Seven months later, it reached Mars. The experimental landing was
thrilling. As Pathfinder entered the atmosphere, a parachute opened to slow the ship down
to about 70 meters per second. The heat shield came out and then about 10 seconds
before landing, four air bags inflated! Finally, three rockets fired to slow the fall. The lander
dropped to the ground and bounced about 16 times before stopping. The lander then went


to work. It opened up its solar panels and started to measure the atmosphere and take
pictures.

Inside the lander was a tiny remote-control jeep called Sojourner designed to explore the
surface of Mars. The scientists sent the signal for this little rover to roll out and nothing
happened! The rover was stuck! How could they get it out? After working on the problem
for two days, the rover finally rolled out and started to explore the surface. The rover sent
information back to the lander, which relayed the data to Earth. The rover and the lander
continued to send information back for 5 months. On November 7, 1997, the mission was
declared over.

Just as that mission ended, Mars Global Surveyor was launched to the Red Planet. The
name 'Global Surveyor' describes the job of this spacecraft. It flies all around Mars taking
many pictures and measurements. It has been taking pictures since 1997. Mars Global
Surveyor recently took some pictures that really surprised scientists. The pictures did not
show Martian-made canals, but they did show something almost as surprising. There are
gullies on Mars! Gullies are ditches caused by flowing water. How could Mars have gullies
if there is no water to be found on the surface of the Red Planet? This mystery is exciting!
And if there is water, could there be tiny microbes living in there, as on Earth? Scientists
are eager to find out.

In April 2001 NASA launched an orbiter, called 2001 Mars Odyssey. 2001 Mars Odyssey is
carrying instruments to study what Mars is made of and what its radiation environment is
like, and is still in orbit around the Red Planet.

NASA also sent two small rovers to Mars in the year 2003, which landed on different parts
of the planet. The rovers, called Spirit and Opportunity, landed on Mars almost the same
way that Pathfinder did. They have been and are still exploring the planet, looking for water
and signs of life. Water is important because life (as we know it) depends on water. People
who travel to Mars will need water as well.

At present NASA's Phoenix Mars Lander is preparing to end its long
journey and begin a three-month mission to taste and sniff fistfuls
of Martian soil and buried ice. The Lander is scheduled to touch
down on the Red Planet on May 25th. "Phoenix will land farther
north on Mars than any previous mission."

One research goal is to assess whether conditions at the site ever
have been favorable for life. The composition and texture of soil
above the ice could give clues to whether the ice ever melts.
Another important question is whether the scooped-up samples
contain the building blocks and food for life itself.

If our missions go well, one day human astronauts will land on Mars!
Then, will we be able to look at Mars through telescopes and finally
see canals? Will people who explore Mars be called Martians? Are
there little microscopic bugs living on Mars? It will take years of
hard work and good thinking to answer these questions. Until then,
keep your eyes on the Red Planet!


Idaho TECH WWW Activity
The Idaho TECH web site contains all of the information your team needs to take on the
Mars Rover Challenge. By knowing how to use the site, your team will be able to find
answers to your questions anytime during the day (and believe me, you are going to have
lots of questions!). Work through this activity as a team, and then spend some time on your
own to check out the site so you know how to use it!

The Necessities:
One computer with Netscape Navigator or Explorer (or any Internet browser)
Pen or pencil

Directions: Gather the materials listed above and open a browser on your computer.
Type the following address (http://id.spacegrant.org/index.php?page=idaho-tech) in the
location field at the top of the screen. Navigate through the web site by following the
instructions within the activity and try to answer all of the questions. Now...go ahead and
start!
This is what you are going to see after the web page loads...

Scroll down the page to find the links to the rest of the site.

The Program History link, which provides a little information about Idaho TECH, will be right
at the top of the link list (this information is for your teacher to read).

Using the information linked to the subject headings, try to answer all of the questions
below.


Question #1 : What team was the Grand Champion of the South Idaho PDC?

Question #2 : What team received the Lightest Rover Award at the
North Idaho PDC?

Question #3 : Who is allowed to help your engineering team design and construct your
team’s Rover?

Question #4 : What is the maximum amount of money your team may spend on
additional Lego parts? !

Question #5 : How many Lego motors and battery boxes is your team allowed to use?
!

Question #6 : Where can you find information about how your team’s Rover is scored
at the Preliminary Design Competition?

Question #7 : In what seven areas is your team’s Rover scored?

Question #8 : What information should be included in your team’s display and
presentation?

Question #9 : What awards are presented at the Preliminary Design Competition?

! Tricky Description !
Briefly describe what your Engineering Team needs to do in the Mars Rover Challenge.

PSST!!! If you were not able to answer all of the questions, there are some hints on the next page!!!

Commonly Asked Questions
Click on the Commonly Asked Questions link. Your team may not have any of these
questions now, but your team may in the near future. We suggest that your team review the
questions and then refer to the answers as you work on your Rover.

You have completed this activity…We hope that you all are
! confident with using the Idaho TECH web site. Good luck! !


Questions???
Contact the Idaho Space Grant
idahoTECH@uidaho.edu
(208) 885-6030

! Hints to Questions:
1. Click on South Idaho PDC Winners link under the 2010 Results link
2. Click on North Idaho PDC Winners link under the 2010 Results link
3. Click on Rules & Regulations and go to Engineering Team
4. Click on Rules & Regulations and go to Rover & Display Construction
5. Click on Rules & Regulations and go to Rover & Display Construction
6. Click on Rover Scoring
7. Click on Rover Scoring
8. Click on Rover Scoring and go to Display and Presentation
9. Click on Awards
Tricky Description: Click on The Challenge

!


Pepsi on Pluto – Weighing In & Growing
Old
This activity will help you understand the differences in gravitational fields among the nine
planets of our Solar System. Scientists must take into consideration the effects of gravity
while designing spacecraft such as a rover destined for Mars. How will gravitational fields
different than that of the Earth affect the rover’s mobility? How will the difference in gravity
affect the rover’s ability to sample Martian rocks?

Additionally, you will learn about how the length of the year, or a single revolution of a planet
around the Sun, varies for different planets. Scientists must consider the length of planets’
orbits while planning missions.

Background Information:
An object or person’s weight on a planet is based on the strength of that planet’s
gravitational force pulling on it. The amount of matter that makes up the planet and the
planet’s size (diameter) determines how much gravitational force it has. As future
astronauts venture to the other bodies in our Solar System, they will experience different
“pulls” of gravity. This change in the pull of gravity will result in a change in an astronaut’s
weight. For instance, an astronaut who weighs 180 pounds on the Earth will weigh only
about 29 pounds on the Moon. On Mars, the same astronaut will weigh approximately 68
pounds.

Your age is determined by the length of an Earth year (the time it takes for Earth to
complete one revolution around the sun). Your age on another planet would be determined
in a similar manner. Therefore, if you were on a planet that required less time to travel
around the Sun, a year would be shorter relative to Earth. If you were on a planet that
required a greater amount of time for a single revolution around the Sun, a year would be
longer.

The Necessities:
Pepsi cans filled with different amounts of pennies
(your teacher will prepare these for you)
Planetary Data table (on page 37)
Multiplication Factors table (on page 37)
Computer with Netscape Navigator or Explorer (or any Internet browser)
Pen or pencil and paper
Calculator

Directions:
Your teacher will guide you through this
activity – directions for the activity are in
your teacher’s edition of the Student
Activity Book.


Planetary Data Table
Length of One Revolution
Planet Diameter
(Earth Time)
Mercury 3,025 miles 88 days
Venus 7,502 miles 224.7 days
Earth 7,909 miles 365 days
Mars 4,212 miles 687 days
Jupiter 88,784 miles 11.86 years
Saturn 74,400 miles 29.48 years
Uranus 32,116 miles 84.01 years
Neptune 30,690 miles 164.1 years
Pluto 2,170 miles 247.7 years
Moon 2,155 miles n/a

Multiplication Factors Table
My Weight on My Age on
Planet Weight Factor Age Factor
Planet: Planet:
Mercury 0.38 X my weight = 4.200 X my age =
Venus 0.91 = 1.600 =
Earth 1.00 = 1.000 =
Mars 0.38 = 0.530 =
Jupiter 2.53 = 0.080 =
Saturn 1.07 = 0.030 =
Uranus 0.92 = 0.010 =
Neptune 1.18 = 0.006 =
Pluto 0.03 = 0.004 =
Sun 27.8 = n/a n/a
Moon 0.16 = n/a n/a

You may want to record everyone’s answers in your Idaho TECH Lab Notebook!


Hangin’ out on Mars!?!
Why should you complete this activity?
How much do you know about Mars? How similar and/or different is it in comparison to the
Earth? Scientists believe that people will live on Mars by the year 2036. Using what
scientists know about Mars, what do you think Mars is like? Hopefully, this activity will
help you create an image of Mars using the data that scientists have collected in order to
understand the physical properties of Mars.

The Necessities:
Calculator
Scratch paper
Road atlas
Pen or pencil

Directions: Check out the data tables that list the physical properties of both Earth
and Mars. Work together to answer the questions that are located after the data tables.
Have fun!

Physical Properties:
Convert both Earth &
Measurement Earth Mars
Mars data to:
Average Distance Earth =__________miles
from the Sun 149,597,890 km 227,936,640 km
Mars =__________miles
Earth =__________miles
Equator Diameter 12,756 km 6,974 km
Earth =__________miles
Polar Diameter 12,718 km 6,744 km
Earth =_________pounds
Mass 5.97 x 1027 g 6.4 x 1026 g
Mars =_________pounds
Earth =______degrees C
Maximum Surface Earth =______degrees F
Temperature 331 K 293 K
Mars =_______degrees C
Mars =_______degrees F
Earth =______degrees C
Minimum Surface Earth =______degrees F
Temperature 184 K 133 K
Mars =_______degrees C
Mars =_______degrees F


Other Physical Properties to Note :
Convert both Earth &
Measurement Earth Mars
Mars data to:
Rotational Period How many hours for
1.0 day 1.02 days
(planet spins on its axis) Earth?___ For Mars?___
Orbital Period How many years for
365.26 days 686.98 days
(planet revolves around sun) Earth?___ For Mars?___
3 3 Earth = 0.197 lbs/in3
Density 5.52 g/cm 3.94 g/cm
Mars = 0.141 lbs/in3
Escape Velocity at Equator Earth = 6.94 miles/sec2
(speed at which you can “escape” 11.2 km/sec2 5.02 km/sec2
from a planet’s atmosphere) Mars = 3.11 miles/sec2
Gravity Earth = 0.0061 miles/sec2
(how fast objects fall to 980 cm/sec2 371 cm/sec2
ground when dropped) Mars = 0.0023 miles/sec2

Atmospheric Components :
Element/Compound Earth Mars
Nitrogen 78% 3%
Oxygen 21% 0.1%
Carbon Dioxide less than 1% 95%
Water Vapor less than 1% 0.03%

Conversion Factors :
Metric Unit Conversion
1 kilometer (km) 0.62 miles (m)
1 gram (g) 0.035 ounces (oz) -- How many ounces in a pound (lbs)?
1 centimeter (cm) 0.394 inches (in)
1 Kelvin (K) Celsius (C) -- subtract 273 from Kelvin
1 Kelvin (K) Fahrenheit (F) -- Convert to C, then multiply by 9/5 and add 32
1 day (d) 24 hours (hr) – how many seconds (sec) in an hour?
1 year (yr) 365 days (d)


Questions : Remember there are not always correct answers to questions. Please
use the information in the data tables and your imagination to create logical and creative
responses to the questions. Place the responses in your Idaho TECH Lab Notebook.
Remember -- scientists do not always have answers; rather, they carefully examine the
data (or information) and develop ideas based on that information.

(1) What do the letters mean that are listed after the numbers in each column? (The letters
are called metric units)

(2) Using the information in the Physical Properties and Conversion Factors tables,
convert each number from Metric units to English units.
For example:
10 kilometers = 6.2 miles. This means that for every 1 kilometer, there are 0.62
miles in that kilometer. Therefore, you must multiply the number of kilometers by
0.62 to convert the kilometers to miles.
Here is the math: !
1 km x 0.62 miles =
0.62 miles
10 km x 0.62 miles =
! 6.2 miles

(3) Why do you think scientists use the Metric system? Is this system easier to use than
inches, feet, and miles? (Look at a ruler and observe how millimeters and centimeters relate to
one another)

(4) Astronomers use the radius of the Earth’s orbit (149,597,890 kilometers) as a handy
“yardstick” to measure other distances in the solar system. They call it 1
Astronomical Unit (abbreviated 1 AU). On the average, Mars is 227,936,640
kilometers from the Sun. How many Astronomical units is that?
HINT: Divide 227,936,640 kilometers by 149,597,890 kilometers.

(5) Pluto is the farthest known planet. Its average distance from the Sun is about
5,920,000,000 kilometers. How many Astronomical Units is that?
HINT: Divide 5,920,000,000 kilometers by 149,597,890 kilometers. The first number may be
too big for your calculator. No problem! Just think of it as 5,920 million kilometers, and
divide by 149 million kilometers. That’s the same as dividing 5,920 by 149.

(6) If you plan to travel 240 kilometers at an average speed of 80 kilometers per hour,
how long will your trip last? Use the fact that the time anything travels is equal to
the distance it travels divided by the speed.
HINT: Divide distance (240 kilometers) by speed (80 kilometers per hour)


(7) On Mars, the Sojourner Rover only went about 24.4 meters per hour (Why so slow?
To keep out of trouble, and because Sojourner only has about 60 watts of solar
power). How long would it take the rover to move 48.8 meters?
HINT: Divide distance (48.8 meters) by speed (24.4 meters per hour).

(8) Now, let’s go a little faster! Pathfinder traveled just over 499,000,000 kilometers
along its curved orbit to get to Mars. How long would it take to fly that far at the
average speed of a passenger jet, about 960 kilometers per hour?
HINT: Divide distance (499,000,000 kilometers) by speed (960 kilometers per hour). This will
give you how long it will take in hours. Divide the length of time in hours by 24 hours per day
to get the number of days it will take. Then divide the number of days it will take by 365 days
per year to get the number of years it will take. Now you have your final answer!

(9) Now let’s try the fastest speed in the universe! When Pathfinder landed on Mars, it
was 194,000,000 kilometers from Earth. The spacecraft communicated using radio
waves, which travel at the speed of light – 300,000 kilometers per second. How long
did it take Pathfinder’s first message from Mars to reach the Earth?
HINT: Divide the distance to Mars (194,000,000 kilometers) by the speed of light (300,000
kilometers per second). Divide your answer by 60 seconds per minute to get your answer in
minutes.

(10) What do the numbers reveal about the differences between Earth and Mars? – Earth
and Mars have different values for gravity. Do you think you would be able to stand
on the Martian surface? How many times can you travel to Disneyland to cover the
same distance around Mars?
HINT: Use an atlas to measure the distance from your school to Disneyland, then compare it
to the equator diameter of Mars.

(11) Using the tables on the previous pages, how do the physical properties of Earth
compare with those of Mars?

(12) Pretend your Engineering Team is traveling to Mars. What do you think it will be like
according to the information listed above? What will you bring? What would you
wear? Could you breathe on Mars? What other information would you like to know
before you left for the trip?

(13) Your Engineering Team will be designing a Mars Rover for the
Idaho TECH: Mars Rover Challenge. If you were really going to
send your Rover to Mars, what types of things would you have
to consider while designing and building your team’s Rover?
How could you test the Rover on Earth before it is sent to Mars?

! Remember to write down the answers and your
ideas in your team’s Idaho TECH Lab Notebook!


Mars in Reverse
Adapted from the Athena Mars Exploration Rovers web site located at athena.cornell.edu/kids/home_03.html

Early astronomers believed that as Mars moved through its orbit, it would stop, go in
reverse, and then go forward again. Today, that sounds like a crazy way for a planet to
move, but that’s still the way it looks from Earth despite the fact that we now know Mars
travels in an elliptical orbit around the Sun without backing up. Why does Mars appear to
go backwards? Try this simple activity, and you’ll soon find out!

The Necessities:
Your Idaho TECH Engineering Team split into groups of two (pairs)
A bike, pair of inline skates, or skateboard
A helmet for the person riding the bike, inline skates, or skateboard

Directions:
(1) Go to your school’s playground or a park and find a long, clear straightaway with
few pedestrians.
(2) Have one person in each pair put on inline skates, or get your bike or skateboard
ready. The other person in each pair will remain on foot.
(3) Pick a starting point and ending point on the straightaway, and then find a
stationary object in the middle of the straightaway to focus on.
(4) Both members of each pair should begin at the starting point, and the person on
foot should then begin walking forward at a steady pace towards the ending point.
While walking, this person should focus on the middle point. After the person on
foot has walked a bit (but NOT past the middle point) the person on wheels should
begin moving forward, slightly slower than the person walking, while focusing on
the middle point.
(5) The person on wheels should keep their eyes on the middle focus point, and then
speed up and pass their walking partner. What do you think they will see?

What did you see?
Your walking partner never stopped moving forward, but
from your point of view, he or she appeared to back up!
The same thing happens when Earth moves faster and
passes Mars on its way around the Sun – Mars only
appears to go in reverse. This type of apparent motion
is called retrograde motion. The odd retrograde motion
of Mars helped to clue some astronomers into the flaws
inherent in some early models of the Solar System –
why would this one planet go backwards for such a
short period when the others move steadily in one
direction? Mars going in reverse may have put
astronomy in fast-forward!


Crater Creation
Adapted from “Exploring Space & Cyberspace: Live From Mars” Resource Book and NASA’s “Mars Activities:
Teacher Resources and Classroom Activities – Mud Splat Craters” located at
mars.jpl.nasa.gov/classroom/pdfs/MSIP-MarsActivities.pdf

What does a crater look like? What happens to a planet’s surface during an impact? What
are the features created during an impact? How do mass, velocity, size of the projectile,
angle of approach, and type of surface material at impact affect how the crater looks? This
activity will help you find out the answers to these questions and more.

Background Information
Almost all objects in the Solar System that have solid surfaces (including planets, satellites,
and asteroids) have craters. While a few are of volcanic origin, most are the result of
impacts from space. Much of the cratering we see dates back to a "period of
bombardment;" in the early days of the Solar System, the gravitational pull of larger bodies
attracted smaller objects causing the small objects to crash into these bodies. This process
has been important in the evolution of the planets. Cratering caused early melting of the
planets' crusts and excavated fresh sub-surface material. Impacts from space continue, but
at a slower rate. A recent example is the collision of Comet Shoemaker-Levy 9 with Jupiter
in July 1994.
Impacts are caused when meteoroids strike a planet or other object in space. A meteoroid
is a particle of rock traveling through space. Size can range from microscopic to several
meters across. The average size of the meteors we see at night (shooting stars) are
probably no larger than a grain of sand. Speeds of meteoroids can exceed 50,000 miles
per hour.
When we do see a streak of light in the night sky, which we call a meteor, it is caused by a
meteoroid entering the Earth's atmosphere and vaporizing in a flash of light. The heat of
friction between the meteoroid and the Earth's atmosphere produces the light. When a
meteoroid actually strikes the Earth, it is known as a meteorite. On impact, large meteorites
leave craters and may bury themselves deep in the ground.
The Earth, our Moon, and the planet Mars all bear the scars of impacts from space, but the
Moon and Mars have many more craters than Earth. This is partly because water covers
almost three-fourths of our planet, and partly because geologic processes like crustal
movements and wind and weather have eroded most of the Earth's craters over time.
There is no atmosphere or plate tectonics on the Moon, where many craters are visible.
Many lunar craters still have steep walls and are very rugged in appearance--evidence of
the lack of weathering.
Mars occupies a middle ground between the Earth and the Moon in terms of craters.
Widespread cratering is visible, but more craters are seen in Mars' southern hemisphere
than in the north. Since the bombardment was presumably uniform across the planet, the
relative lack of craters in the north correlates well with the evidence of geological activity we
can see in the region (faulting, uplifting, volcanism and flooding). Also, Martian craters
show the effects of weathering. They are shallower, have lower rims, and look much less
rugged than most lunar craters.


It is time to
make some craters!

The following activity will allow your team to
explore how numerous variables influence
crater formation: the size of the meteoroid,
the speed of the meteoroid, the mass of the
meteoroid, and the angle of impact.

Make sure to look at the parts of a crater in
this picture – it will be important later in the
activity!

The Necessities:
Flour
Cocoa
Fairly clean dirt
3 balls the same size (approx. 1" across) but of differing weights/masses
3 marbles/balls of different sizes
Large tub or pan (plastic dishpans or double layer foil roasting pans work best)
Plastic sheeting (to keep the floor clean if you’re inside)
Aprons or old front button shirts (to protect clothes)
Water pitcher filled with water (to create mud)
Large spoons to mix the mud and sturdy plastic spoons
Ruler and meter stick
Baby wipes or paper towels to clean mud off skin
Broom and dustpan
Crater Creation Answer Sheet (on page 46)
Pens, Pencils and Idaho TECH Lab Notebook

Directions:
(1) Fill the large tub or pan with flour approximately 3” deep, sprinkling a little cocoa on the
surface to help make the changes more visible.
(2) Form a hypothesis about each cratering test prior to conducting the tests described in
Step #3 and Step #5 (there are a total of 5 tests).


(3) With your teacher or parent’s help, conduct the four cratering tests described below.
Choose one team member to record measurements and observations. Choose
another team member to drop the balls / marbles / mud into the tub. One to two team
members can describe the resulting crater to the recorder. Finally, one to two team
members can measure the crater diameters. You may want to switch roles between
each experiment. After each crater test, smooth out the flour and sprinkle additional
cocoa on the surface before you conduct another test.

Experiment #1: How mass affects impact craters
" Using the 3 balls that have the same size but differing masses, drop the first ball
into the flour from a height of 2 meters. Record the diameter of the crater created.
" Repeat the process with the remaining 2 balls. Be sure that each ball is dropped
from the same height above the box.
Experiment #2: How velocity affects impact craters
" Using the largest marble, drop it into the flour from a height of 10cm. Record the
diameter of the crater created.
" Repeat the process with the same marble dropped from 1 meter above the box
and 2 meters above the box.
" From a height of 2 meters above the box, throw the marble into the box and
record the diameter of the crater created.
Experiment #3: How size of projectiles affects impact craters
" Using the 3 different sized marbles, drop the smallest marble into the flour from a
height of 2 meters. Record the diameter of the crater created.
" Repeat the process with the remaining 2 marbles. Be sure that each marble is
dropped from the same height above the box.
Experiment #4: How angle of approach affects impact craters
" Using the largest marble, throw it into the flour with a moderate amount of force.
Record the shape and diameter of the crater created.
" Using the same marble and the same amount of throwing force, repeat the
process while varying the angle of the marble's approach. Be sure that the height
from which the marble is thrown remains constant.

(4) Now you will try making craters in a different medium - mud! Be sure you do this part
of the activity outside or in an area where the floor can be covered with plastic
sheeting. Also, wear aprons or old shirts over your clothes to keep them clean!

(5) Empty your tub or pan of flour. Mix the dirt with some water in the tub or pan to create
mud. Be careful not to add too much water – you don’t want the mud to be soupy!
Then conduct the fifth experiment below.

Experiment #5: How the type of surface material affects impact craters
" Scoop a spoonful of mud out of the pan.
" Carefully fling the mud back into the box.
" Record the diameter of the crater created. Repeat this several times.
" How do these craters compare to the craters you created in the flour?
(6) When you are done with all five tests, compare your results with your five original
hypotheses. Form a statement for each test that explains your results, and record this
information in your Lab Notebook. Ask your teacher for help with this if you get stuck.


Crater Creations Answer Sheet
Experiment # 1: How Mass Affects Impact Craters
How do you determine an object’s mass?

State your hypothesis (What do you think will happen?):

Record the following:
Mass of Ball 1: Diameter of Crater 1:

Experiment # 2: How Velocity Affects Impact Craters
What does velocity mean?

State your hypothesis:

Record the following:
Diameter of crater 1 when ball is dropped from 10 cm:
Diameter of crater 2 when ball is dropped from 1 meter:
Diameter of crater 3 when ball is dropped from 2 meters:
Diameter of crater 4 when ball is thrown from 2 meters:

Experiment # 3: How Size of Projectiles Affects Impact Craters

Diameter of crater created by smallest ball:
Diameter of crater created by medium sized ball:
Diameter of crater created by largest ball:

Experiment # 4: How Angle Affects Impact Craters

Diameter of crater when ball is thrown from above:
Diameter of crater when ball is thrown from ____angle:
Diameter of crater when ball is thrown from ____angle:

Experiment # 5: How the type of surface material affects impact craters:

Diameter of crater(s) when mud is flung with spoon:
General Observations about craters in mud versus craters in dry sand/dirt:


Martianscape
Adapted from the Athena Mars Exploration Rovers web site at athena.cornell.edu/kids/home_02.html
There was once water on Mars – that much is certain. How do scientists know that? They
have seen channels on the Martian surface that are believed to have been created when
water was in abundance sometime in Mars’ past. Here’s a way to create your own Martian
channels and discover how after the water is gone, the effects of erosion (the slow wearing
away of soil) are long-lasting.
The Necessities:
Aluminum cookie sheet Pitcher filled with water
Plaster of Paris Sand
Paper cups Pencil or pen
Popsicle sticks Idaho TECH Lab Notebook

Directions:
(1) Fill the aluminum cookie sheet with plaster and use a Popsicle stick to smooth it.
(2) Poke several holes in the bottom of a paper cup (have your teacher help you).
(3) In the next step, you will put water in the cup to simulate rainfall and watch how
the water washes the plaster away. But first, your team should make some
predictions. Think of a few different types of rainfall you can do with your paper
cups. Will more plaster be washed away with bigger “raindrops” (you might want
to poke different types of holes in several paper cups)? Will more plaster be
washed away if it “rains” at different angles to the surface (by tilting the tray)?
Write these predictions down in your Lab Notebook.
(4) While positioning the tray at an angle, pour water from the pitcher into the cup,
allowing it to “rain” down on your Martian landscape. Experiment with the different
types of precipitation that you made predictions about. Mark the cookie sheet near
where you “rained” a certain type of raindrop so you do not forget later.
(5) In the corner, make a small channel with your Popsicle stick.
(6) Sprinkle sand over the surface when you’re done and allow the plaster to dry for a
few days. Compare and observe the different channels. Make notes in your Lab
Notebook about the different structures formed by the “rain.”
(7) For a final touch, paint your Martianscape!
What did you find?
The channels you created with water look smoother and rounder than the one you made
with the stick. These same types of observations clue scientists in on how the channels on
Mars were formed. Close and thorough examination of all evidence and samples from Mars
can determine many more details of Mars’ past, completing the picture of the planet’s
geological history.

Further Explorations:
Try making ridges and valleys in the plaster before it dries and then “rain” on them. How do
the ridges and valleys affect the patterns of erosion caused by the rain? Is the erosion
similar to erosion observed before? Are “river” channels created?


The Winds of Change
Adapted from the Athena Mars Exploration Rovers web site located at athena.cornell.edu/kids/home_07.html

The Martian surface can be very windy and often experiences huge dust storms. These
Martian winds and dust storms alter how Mars appears to observers here on Earth. This
experiment will show you how the weather affects the way Mars appears, and how wind and
weather can change the surface of the planet.

The Necessities:
Red, brown, or orange modeling clay
A tray or cookie sheet
Sugar
Pen or pencil

Directions:
(1) Use a spoon to spread a thin layer of modeling clay over the surface of the tray,
making bumps to represent the surface of Mars.

(2) Evenly sprinkle some sugar over the clay.

(3) In the next step, you will blow across the landscape. What do you think will
happen? How much sugar will move? What will it look like while it’s in the air, and
after it has settled? Write down some of your ideas in your Lab Notebook.

(4) Experiment with blowing across your Martian landscape and watching the affect of
the moving sugar and the patterns that are formed when the sugar is allowed to
settle.

What did you find?
The winds on Mars are fast and furious
enough to keep the dusty sand forever
suspended in the air – turning the sky a
pinkish-peach color. All that wind not
only moves the sand and soil from place
to place, but also reveals and hides
features on the surface of the planet that
astronomers try to spot. How do you
think Martian winds might affect the
exploration of Mars?


Geography & Mission Planning
Adapted from “The Exploration of Mars: NASA Educational Brief”

If you were planning a mission that would land a spacecraft on the surface of Mars, where
would you choose to land? Why? What kinds of factors would be most important to you in
making this decision? NASA scientists must consider these same questions every time they
send a mission to Mars. This activity will help your team understand how missions are
planned and landing sites chosen.

Although a number of U.S. spacecraft flew past Mars in the 1960's and in the early 1970's, it
was not until 1975 that the United States launched two orbiters / landers to explore the red
planet in greater detail. Arriving at Mars in the summer of 1976, Viking 1 and Viking 2
began sending back a wide variety of data to scientists, including information about Martian
weather, soil, and terrain.

The chart below includes the Martian latitudes and longitudes of locations that were
considered as possible landing sites for the Viking spacecraft. The actual landing sites
chosen are also indicated.

Latitude Longitude
22 N 48 W (Viking 1 landed near here)
20 N 108 E
44 N 10 W
46 N 110 W
46 N 150 E (Viking 2 landed near here)
7S 43 W
5S 5W

The Necessities:
Large world map with
latitude and longitude markings
Pen or pencil
Optional: an atlas


Directions:
Using your world map and your brainpower (and atlas if you have one available), work
together as a team to answer the following questions:

(1) If MASA (Martian Aeronautics and Space Administration) sent spacecraft to land on
Earth at each of the same latitudes and longitudes as NASA considered for Mars,
where would each spacecraft land?

(2) What hazards would be encountered at each landing site? What would happen to the
spacecraft? Would it detect water? Life? Human life?

(3) If you were working for MASA, which two sites would you select for a landing on Earth?
Why? For each site you select, identify the hazards that your spacecraft lander would
have to survive.

(4) What would you expect to find at each landing site that you selected?


Mars Mosaic
Why Should Your Team Do This Activity?
When a satellite is sent to orbit Mars, one of its missions involves taking thousands of
pictures of the planet’s surface. Instead of keeping the pictures separate, scientists at
NASA will put the pictures together like puzzle pieces to create what we call a mosaic – a
larger image, or picture, made from combining several smaller images. This allows the
scientists to view a larger area of the surface using one picture mosaic, rather than by
flipping through hundreds of smaller images. The only problem in creating a mosaic is that
the pictures they take and put together are flat, or two-dimensional, and we know that Mars
is round, or three-dimensional! In order to find the best landing spots for the Rovers and
better describe the landscape, scientists need to be able to construct a three-dimensional
“globe” using the two-dimensional mosaics they create. This is exactly what you will be
doing today!

In this activity, you will learn how scientists at NASA take two-dimensional mosaics and use
them to create a globe of Mars. You will also be comparing distances across a flat wall map
to help you see how flat maps and globes show the same places in slightly different ways.
When you are done, your team will have your very own Mars globe!

The Necessities:
Wall map of the Earth
Globe of Earth
Mars mosaic (see pages 53-54)
5” Styrofoam© ball
Yardstick
Glue
Scissors
String (at a minimum, string should be the
width of the wall map)

Directions:
(1) Using your wall map of Earth and the piece of string, estimate the distances between the
following places by comparing how much string it takes to get from one place to the
other and then measuring that distance using your yard stick. Use the map’s mileage
legend to estimate the mileage between locations in order to complete the table below.

Locations Ft / Inches Est. Mileage
Boise, Idaho, USA and Orlando, Florida, USA
Paris, France, and Honolulu, Hawaii, USA
Tokyo, Japan and Seattle, Washington, USA
Anchorage, Alaska, USA and Seattle, Washington, USA
Anchorage, Alaska, USA and Moscow, Russia


(2) Now, rank the distances from 1-5, with 1 being the shortest distance, and 5 being the
longest distance.

_______ Boise, Idaho, USA and Orlando, Florida, USA
_______ Paris, France, and Honolulu, Hawaii, USA
_______ Tokyo, Japan and Seattle, Washington, USA
_______ Anchorage, Alaska, USA and Seattle, Washington, USA
_______ Anchorage, Alaska, USA and Moscow, Russia

(3) Now, using your globe of the Earth, estimate the distances between the same places
and rank them again based on your measurements from the globe. Enter mileage in the
table below if your globe has a mileage legend for you to use.

Locations Inches Est. Mileage
Boise, Idaho, USA and Orlando, Florida, USA
Paris, France, and Honolulu, Hawaii, USA
Tokyo, Japan and Seattle, Washington, USA
Anchorage, Alaska, USA and Seattle, Washington, USA
Anchorage, Alaska, USA and Moscow, Russia

_______ Boise, Idaho, USA and Orlando, Florida, USA
_______ Paris, France, and Honolulu, Hawaii, USA
_______ Tokyo, Japan and Seattle, Washington, USA
_______ Anchorage, Alaska, USA and Seattle, Washington, USA
_______ Anchorage, Alaska, USA and Moscow, Russia

What Did You Find?
Did you rank the locations in the same way when you used the wall map and then the
globe? If you take the two ends of your wall map and bring them together to form a
cylinder, does it look like globe? Why or why not? Do Anchorage and Moscow look closer
together, further apart or the same on the wall map or the globe? How are these two ways
of representing the same places different?

On to Mars!
Using the picture mosaic of Mars taken by NASA satellites below, cut out the mosaic pieces,
and glue the pieces to your Styrofoam© ball to make a three-dimensional Mars globe
“mosaic” of your own. As you do this, think about why the pieces are shaped the way they
are. Why can’t NASA scientists create their own globe by gluing a large, continuous
image around the ball? Do the images line up perfectly, or do they overlap some?
Why do you think that is?

To better understand what types of pictures NASA combines to create mosaics, your team
should complete the “What on Earth Mars?” activity that starts on page 59. Once images
are taken, scientists also look for mountains and valleys using radar in order to determine


more about the landscape – much like your team can do in the “Mapping Unknown
Surfaces” activity on page 57. If you want to create another Mars globe, your team can use
a slightly different NASA image located at photojournal.jpl.nasa.gov/catalog/pia02992.
The image below was obtained from www.msss.com/mars_images/moc/moc_atlas/.


Strange New Planet
Adapted from NASA’s “Mars Activities: Teacher Resources and Classroom Activities – Strange New Planet”
located at mars.jpl.nasa.gov/classroom/pdfs/MSIP-MarsActivities.pdf

Your team should now be somewhat familiar with Mars, the planet your Rover will be
designed to navigate and explore. Why do we send rovers to planets in the first place?
Well, different kinds of spacecraft are able to make different kinds of observations. Think
about how different the information gathered by looking at a planet from Earth is from the
information that a rover might collect. The information that a rover can gather about rock
materials on the surface of Mars is much more specific than what an astronomer can collect
simply by looking through a telescope. Yet the astronomer’s information is necessary to
successfully land and operate a rover on the surface of another planet, right? As you will
see, each kind of mission has its advantages and drawbacks.

During this activity, your team will explore a strange new planet, one that your teacher has
made especially for you. You will explore this planet just like NASA explores Mars. As you
make observations, you will make decisions about what your team would like to explore
further. Your observations will continually refine the goals of your exploration. During the
last phase of exploration, you will land on the surface and carry out your investigations.
Happy exploring!

The Necessities:
A planet (your teacher will provide this)
Planetary viewers, one for each team member (your teacher will help you with this)
One 5 inch by 5 inch blue piece of cellophane paper and rubber band per member
Pen or pencil

Directions:
Your teacher will guide your team through this activity. Be sure you read through each
mission before you perform it. Respond to the questions in your Lab Notebook.

Pre-Launch Reconnaissance – Earth-bound observations
(1) Estimate your distance from the planet in meters.
(2) Using your viewers (with blue cellophane attached to
simulate Earth’s atmosphere), observe the planet for
one minute. What types of things does your team
observe? Record any observations (shape of planet,
color, size, etc.) in your Notebook.
(3) As a team, write questions to be explored in future
missions to the planet. What else do you wish to
know and how will you find out that information
(special features of the planet, life of any kind, etc.)?


Mission 1: The Fly-By (Mariner 4 in 1965, Mariner 6 & 7 in 1969)
Using your viewers with the cellophane removed, your team will quickly walk past one
side of the planet. A distance of five feet needs to be maintained from the planet. Your
team will then meet back at Mission Control.
(1) Record your observations of the planet. What did you see that was the same as your
Earth observations? What did you see that was different? Can you hypothesize
(make a science guess) as to why there were any differences?
(2) List the team ideas of what you want to observe on your orbiting mission.

Mission 2: The Orbiter (Mariner 9 in 1971-72, Viking 1 & 2 Orbiters in 1976-80, Mars Global Surveyor in
1996-present, 2001 Mars Odyssey in 2001-present, Mars Express in 2003-present)

Using your viewers, your team will take a total of two minutes to orbit (circle) the planet at
a distance of two feet. Divide the two minutes by the number of team members to get the
time each person has to orbit the planet. After your orbit, return to Mission Control.
(1) Record your observations of the planet. What did you see that was the same as in
your reconnaissance or fly-by missions? What did you see that was different? Can
you hypothesize as to why there were any differences?
(2) As a team, develop a plan for your landing expedition onto the planet’s surface.
" Where will you go and why? How did your team decide where to land?
" What are the risks or benefits of landing there?
" What specifically do you want to explore at this site?
" What type of special equipment or instruments would you need in order to
accomplish your exploration goals? (Remember, anything you bring has to be
small and light enough to bring on a spacecraft!)

Mission 3: The Lander (Viking 1 & 2 Landers in 1976-82, Mars Pathfinder Rover [“Sojourner”] in 1997,
2003 Mars Exploration Rovers [“Spirit” & “Opportunity”] in 2003-present)

Your team will approach your landing site and mark it with a pin, tack or masking tape.
Each team member will take a turn observing the landing site through the viewer. Field of
view (the area that you can see through your viewer) is kept constant by aligning the
viewer so the pin is located inside and at the top of the viewer. Your team has a total of
five minutes to view the landing site, so make sure everyone has time to view the site.
After each member views the landing site, return to Mission Control.

(1) Now that you have landed, what do you think you can accomplish at this site?
(2) How long (in days) will it take you to get the job accomplished?
(3) Was your mission successful? Why or why not?
(4) What were the greatest challenges of this mission (personally and as a team)? What
would you change for the next mission?


Mapping Unknown Surfaces
Adapted from “Mapping Unknown Surfaces” from the American Museum of Natural History web site located at
www.amnh.org/rose/mars/mapping.html

We always want to know what the surface of a planet is like. Sometimes we can’t see it, like
in the case of Venus. On Venus, a thick cloud layer covers the surface of the planet.
Sometimes on Mars, massive dust storms can obscure the surface in the same way. Other
times, we can see the surface and take a picture of it. But these images are two-
dimensional. We have no definite information on depth. To find out the high and low points
of a planet’s surface, scientists use radar to map the landscape. A spacecraft orbiting the
planet beams radar down to the surface and then measures how long it takes for the
reflection to come back. A shorter time means a higher surface; a longer time means a
lower surface. In this way, we can create a three-dimensional picture of the landscape.
In this activity, you will be given a hidden landscape. You will take “radar” measurements to
create a three-dimensional map of a planet’s surface. Using this data, you will then
determine if there is a safe landing site for a spacecraft and construct a topographical map.

The Necessities:
Hidden Landscape (your teacher will provide the landscape)
Thin wooden skewers with centimeter markings (your teacher will provide these)
Data sheet (see page 58)
Pencil

Directions:
(1) Insert a skewer straight down into a hole until it will not go down any further.
(2) Read the measurement for how far down the skewer went.
(3) Write each measurement on the data sheet near the dot that corresponds to the
hole you measured. Be consistent about where you write your data – always
below the dot, or always to the right of the dot, etc. Let each member of the team
take several measurements.
(4) After you take measurements for all the holes, examine your data. Is there a
square area that is 2 holes by 2 holes where all the measurements are the same
or differ by no more than 1 centimeter? Would this be a safe landing spot for a
spacecraft?
(5) Now draw lines connecting equal measurements to create a topographic map of
your surface (have your teacher show you an example).
(6) Remove the top of the landscape box. Are all of the features of the landscape
represented on your map? Which did you miss? Why? Record your thoughts in
your Lab Notebook.


Data Sheet


What on Earth Mars?
Photographs taken from orbit give us a closer look at the surface of Mars. Much of our
knowledge about Mars was obtained by looking at and interpreting pictures, just like your
team will do in this activity. If your team has completed the activities “Crater Creation,”
“Martianscape,” or “The Winds of Change,” you probably already know about some of the
features that scientists use to interpret pictures of Mars. In this activity, your Engineering
Team will learn a little more about such features before looking at pictures. Then your team
will work together to examine pictures of Mars, discuss the features in each image, and
hypothesize about what may have caused each feature.

The Necessities :
10 Martian photographs (on following pages)
Data Table (on page 60)
Pen or pencil
Scratch paper
Optional: colored pencils or markers

Your team will need to know the following terms:
" impact crater - a roughly circular hole created when something hits the surface. The
floor of the crater is below the surrounding landscape. You may see a raised rim or
deposits of debris ringing the crater.
" volcano - a mountain formed by lava and/or erupted materials. A volcanic crater is
a depression at the summit of a volcano. In contrast to craters made by impact,
volcanic craters are above the surrounding plain.
" river valley - a winding channel carved by water; may have multiple branches that
make a pattern resembling a branching tree.
" river bed - a type of river valley with a wider, flatter floor; may contain streamlined
islands.
" dry lake bed - an irregularly shaped depression.
" polygonal ground - a surface pattern (wedges of polygonal shapes) generally
attributed to the alternate freezing and thawing of soil layers containing water or ice.
The size of the polygons is believed to be directly related to the thickness of the soil
layer (i.e., thicker soils produce larger polygons). The implication for Mars: presence
of liquid water at some time in the past.
" lava flow - a place where magma broke out from underground onto the surface.
" sand dune - a hill or ridge of wind-deposited sand.
" fracture - a straight groove or line on the surface where rock has been broken.
" wind streak - a dark streak; they have been interpreted as deposits of salt and
coarse-grained particles from craters, but it seems the most widely accepted idea is
that they are wind erosion features. This means the dark streaks are erosional zones
- surfaces that have had fine-grained particles stripped away. The difference in
brightness is probably due to a difference in the particles themselves. Generally,
fine-grained materials are lighter-colored because they are weathered more rapidly


than the larger particles. Alternatively, dark streaks are probably dark-colored, silt-
and clay-sized particles deflated from the adjacent crater floor. Deflation is defined
as the sorting out, lifting, and removal of loose, dry, fine-grained material by wind
action. The orientation of the streaks indicates the direction of the wind at the time
they formed. So differences in orientation may be due to local topographic influences
on wind direction or to changes in wind patterns.

Directions :
First, make sure your team has read through the background information. Understanding
the boldface terms is crucial to completing this activity, so if you have any questions at all,
ask your teacher for help. Remember that the Internet is a good source of information too.

Look through the ten images on the following pages. These images were taken during the
Viking Orbiter missions to Mars (except Image 10). Try to answer the questions next to
each image. Remember that even NASA does not know everything about Mars, so be
creative! Your ideas may be even better than what NASA has! Record your answers in
your Idaho TECH Lab Notebook. Also, record which features you see in each photograph
in the table below (the first image is already done for you!):

! If your team wants to, color code the pictures by coloring each feature a different color. For
example, color all impact craters orange and all volcanoes/volcanic craters blue.

Image Image Image Image Image Image Image Image Image Image
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10
# of different
features in 2 2 2 3 2 3 2 3 2
photo

Impact craters X
Volcanoes/
volcanic craters
X

River valley

River bed

Dry lake bed

Polygonal
ground

Lava flows

Sand dunes

Fractures


Image 1 - Mars Hemisphere

(1) What do you think the feature
across the middle of this
picture of Mars is? How do
you think it was formed?

(2) What do you think the circles
on the left side are? Why?

Scale: Mars is 6,787 km in diameter

Image 2 - (34.79° N, 309.14° W)

(1) In what order were these
circular features formed?
How can you tell?

(2) What do you think formed
these circular features –
wind, water, or a meteorite?
Why do you think so?

-----15 km ----- Scale: Top crater is 15 km across


Image 3 - (27.4° S, 44.2° W)

(1) What do you think created
the feature in the middle of
this picture? Have you ever
seen anything like it on
Earth?

(2) Does anything in this picture
look interesting to
investigate on a Mars rover
mission? Do you see any
place where a spacecraft
could land to deploy a
rover?

(3) Do you think a rover could
navigate from the top of the
picture to the bottom?

Image 4 - (2.0° N, 124.0° W)

(1) Describe some characteristics
of what you think made this
circular feature – was it large or
small? At what kind of angle
did it form these features?
Write down any ideas you have
in your Lab Notebook.

(2) What can you tell about the
nature of the surface at this site
from the linear patterns formed
in the surface? From the
circular feature?


Image 5 - (31.5° N, 245.0° W)
(1) How do these circular features
look different than those you have
examined in Images 2 and 4?
What does this difference tell you
about the surface in this area?

(2) Do the geometric patterns in the
lower half of the picture support
your ideas about the surface from
the previous question? Why or
why not?

Image 6 -
(7.5° N, 101.7° W)

(1) What do you think created the
features in the lower half of this
picture? Why?

(2) How big are these features?
How can you tell?


Image 7 – (13.0° S, 183.0° W)

(1) What do you think
formed the streaky
lines that run
diagonally across the
middle of this picture
– water, wind, or
meteorites? Why do
you think so?

(2) What do you think
created the circular
features?

(3) Which were formed
first, the streaky lines
or the circular
features? Why do
you think so?

Image 8 -
(7.3° N, 30.5° W)

(1) Does this look like an interesting
place to investigate with a rover?
What would you like to explore?
Why?

(2) Would this be a good place to
land a spacecraft to deploy a
rover? Why or why not?

(3) Would this be a safe place to
navigate a rover? Why or why
not?


Image 9 -
(22.0° S, 140.0° W)

(1) How many different sizes of
impact craters do you see in this
picture?

(2) What could have made these
craters be so different in size?

Questions for Image 10 (see next page for image)
(1) How many different kinds of landforms do you see in this
picture (this was left blank in your table on purpose!)?

(2) How do you think each of these landforms was created? Why?

(3) In what order were these landforms created? What clues in the
picture led you to this decision?

(4) What are the streaks in the middle and bottom center parts of
the picture? What do these streaks tell you about the history of
the Martian surface?


Image 10 (see previous page for questions)

After your team has gone through the images, questions, and table, respond to the
questions and statements listed below:

(1) Your Idaho TECH Engineering Team will be designing and constructing a model Mars
Rover. What types of terrain must your Rover be able to navigate over and through if it
were to travel on Mars?
(2) What do you think Mars’ surface is like to touch, to walk on, and to drive on?
Refer to the Rules & Regulations link on the Idaho TECH web page
(http://isgc.uidaho.edu/idahotech) to determine what your Rover must be able to do at the
Preliminary Design Competition. Do you have any questions about the Competition yet?
Feel free to email your questions!


More Fun on the Web
The following web sites are resources for more activities and fun with space exploration –
E-enjoy!

Program Information:
Idaho TECH: The official Idaho TECH web site
http://id.spacegrant.org/index.php?page=idaho-tech

NASA ISGC: The official web site for the NASA Idaho
Space Grant Consortium
http://id.spacegrant.org/

NASA Homepage: The official web site of the National
Aeonautics and Space Administration
http://www.nasa.gov/

Information & Activities Related to Mars:
Mars ExplorerMars Map-A-Planet: Allows you to get an image map of any area on
Mars at a variety of zoom factors, image sizes, and map projections.
http://pdsmaps.wr.usgs.gov/PDS/public/explorer/html/marseasy.htm

Alien Mars Exploration Program: Learn about all the different missions that NASA
currently has at Mars, or planned for future Mars exploration.
mars.jpl.nasa.gov

NASA Quest – Mars Team Online: Extensive information about the Mars Pathfinder
& Mars Global Surveyor missions.
quest.arc.nasa.gov/mars/

Mars Exploration page- Just for Kids: Information about Mars missions, the
science and technology of exploring Mars, and a Fun Zone for kids with lots of great
activities.
mars.jpl.nasa.gov/kids/index.html

2001 Mars Odyssey MissionFun Zone!: Click on Odyssey Home on the left side
of the blue bar at the top of the page on this web site to find cool stuff about the Odyssey
mission.
mars.jpl.nasa.gov/odyssey/funzone.html


Imagine Mars: Interact with scientists, engineers, artists, architects, and community
leaders to learn about Mars.
imaginemars.jpl.nasa.gov/index4.html

2003 Mars Exploration Rovers: Learn about the
progress of Spirit and Opportunity, the Rovers currently on
Mars, and see awesome photos and facts!
marsrovers.jpl.nasa.gov/home/index.html

Information About Astronauts:
So You Want to be an Astronaut?:
Learn about the benefits and challenges of being an astronaut.
http://www.nasa.gov/astronauts/index.html

Cool Sites About Space:
Spaceday: On this site you’ll find descriptions of the Space Day Design Challenges and
what to expect if you participate in the competition. You’ll also find cool games to play.
www.spaceday.org

The Nine 8 Planets: A multimedia tour of the Solar System by Bill Arnett.
www.nineplanets.org

The Space Place: Information and cool interactive activities related to space science.
There are even pages to do and make “spacey things!”
spaceplace.nasa.gov/en/kids/

NASA Kids: A site with activities, games, projects, and more!
http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Mars Map-A-Planet: Allows you to get an image map of any area on Mars.
http://pdsmaps.wr.usgs.gov/maps.html


StarChild – A Learning Center for Young Astronomers: Visit this site to learn
more about the Solar System, the Universe, or other Space Stuff!
starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

Astronomy Picture of the Day: Check out a new astronomy picture every day!
antwrp.gsfc.nasa.gov/apod/astropix.html

Window to the Universe Kids’ Space: Fun activities and games for kids.
www.windows.ucar.edu/tour/link=/kids_space/kids_space.html

Welcome to the Planets: A complete collection of information about and images of the
bodies of our Solar System.
pds.jpl.nasa.gov/planets/

The NASA Science Files: Join the Tree House Detectives as they solve problems
using their math, science, and technology skills!
scifiles.larc.nasa.gov/kids/inside_treehouse.html

Astro-Venture: Astro-Ferrett will help you build your own planet!
quest.arc.nasa.gov/projects/astrobiology/astroventure/avhome.html

See your team at
competition! Have fun
creating and designing
your Rover!


Student activitybook2011

More Related Content

Similar to Student activitybook2011 (20)

Student activitybook2011