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ROARK, James H.1, KELLER, John W.2, NIEPOLD, Frank3, SAKIMOTO, Susan4, STOCKMAN, Stephanie1, and FREY, Herbert V.5, (1)SSAI at the Geodynamics Branch, Goddard Space Flight Center, Greenbelt, MD 20771, [email protected] [email protected] , (2)Astrochemistry Branch, Goddard Space Flight Center, Greenbelt, MD 20771, [email protected] , (3)Science, Edmund Burke School, 2955 Upton St. N.W. Washington, DC 20008 (4)GEST at the Geodynamics Branch, Goddard Space Flight Center, Greenbelt, MD 20771, [email protected] , (5)Geodynamics Branch, Goddard Space Flight Center, Greenbelt, MD 20771, [email protected] .
We are using topography data of Earth and Mars to produce accurate 3-dimensional models of comparable large scale geologic surface features from both planets. These models will be used in classroom settings to help students gain a better understanding of topics related to scale, comparative geology, geomorphology and topography. The models are innovative in that they will provide students with a tactile representation of the three-dimensional character of a planetary surface, which is often difficult to visualize from 2-dimensional maps. Along with the models, associated lesson plans are being designed to help students and teachers understand topics related to topography such as scale, shape, landform evolution, contour, slope, and exaggeration.
Several model kits based on specific science themes will be produced over the next year. Initial models and lessons, designed for middle school grades 5-8, will focus on similar geologic features on Earth and Mars including: large volcanoes, canyons and polar ice caps. Each of these kits will include: relevant 3-dimensional models, descriptive text, 2-dimensional maps and images, lessons and suggested classroom activities that are aligned with the National Science Education Standards (NSES) [2] and Benchmarks [3].
Introduction:
Over the next year, we will develop and test several different kits based on specific science themes. For initial testing, kits will be distributed for classroom testing to middle school science teachers taking masters level course work in the Graduate Division of Education Masters of Science in Education Program at Johns Hopkins University as well as other selected teachers from a variety of K-12, university and specialized settings (e.g. schools for the blind). These teachers will test these kits in the classroom and provide feedback and suggestions for improvement. Their experiences and feedback will be used to modify and improve the kits during the second year of this project which is supported by internal Goddard Director’s Discretionary Funds.
Production and Testing:
Through its scientific programs and spacecraft missions, NASA has acquired tremendous amounts of data about the Earth and planets. While much of these data serve to facilitate highly specialized research in cutting edge science and technology, it is often possible to present data in such a way that is easily understood and visualized by students or the lay public. Topography is a particularly good example of a vital data type which is both critical to understanding fundamental geologic processes but which at the same time is common to our everyday experience. For example, if presented with 3-D models of the largest shield volcanoes on Mars and on Earth, a student will instantly recognize similarities and differences and this recognition can be used as a starting point for understanding both the technology that was used to gather the data and the scientific significance and uses of the data. The compelling advantage of a 3-dimensional model is improved visualization of the actual surface and surface structures and how those compare with similar structures on other planets, as well as enhanced engagement of the student or public with a tactile and easily understood example of the data. Preliminary demonstrations of the models suggest that they will be excellent resources for visually impaired students. These students will be able to literally feel the topography and gain insights into the 3-dimensional data that would otherwise be very difficult to convey.
Conclusion:
[1] Prodigy Plus manufactured by Stratasys Systems, Eden Prairie, MN. [2] National Research Council., National Science Education Standards, National Acad. of Sci., 1996. [3] Project 2061, American Association for the Advancement of Science., Benchmarks for Science Literacy, 418 pp., Oxford University Press, New York, 1993.
References:
Colored and Contoured Topography
Shaded Relief Topography
Plastic Models
Various representations of the topography of the Hawaiian Island chain (Earth) and Olympus Mons (Mars). Both regions cover the same size area, roughly 815 km across and have been vertically exaggerated 7 times to enhance topographic detail and differences. These models will help students visualize and appreciate size differences of features on the two planets. One volcano in Hawaiian chain, Mona Loa, is the largest volcano on the Earth and Olympus Mons is the largest volcano in the solar system.
Hawaiian Island chain (Earth) Olympus Mons (Mars)
Goals:
Provide appealing, durable, and accurate tools for teaching topics on Earth and planetary landforms, geologic processes, and data visualization.
Fulfill part of Goddard’s strategic plan by sharing knowledge from Goddard-led observations in Earth and Space Science, and to serve part of NASA’s mission of …to inspire the next generation of explorers… as only NASA can.
Picture of the Prodigy Plus rapid prototyping machine that builds the initial 3-dimensional models in extruded plastic.
Rift systems on Earth and Mars are very different in scale. The figure to the left shows colored shaded relief of Valles Marineris on Mars and the East African Rift on Earth. Although the length of the rift system is about the same, the depth difference is dramatic. A plastic model of Valles Marineris is shown above.
Rift Systems
Plastic Model
Colored Shaded Relief Valles Marineris (Mars)
Antarctica (Earth)
Shaded Relief Topography
Plastic Models
Models comparing polar regions on Earth and Mars. Antarctica is roughly four times the size of the North Polar Cap of Mars. The above region of Antarctica is 7791 km across and the region of the North Polar cap of Mars is 1776 km across.
North Polar Region (Mars)
Fluvial channels on Mars can be very large. Mars’s Maja Valles channel shown on the right is comparable to the Earth’s Grand Canyon shown on the left in overall length and depth. Both models are shown at the same scale. Although similar in size, the process of formation of these two landforms is probably very different. The Grand Canyon was formed by gradual erosion resulting from the tectonic uplift of the Colorado Plateau and Maja Valles probably formed catastrophically as a result of melt water produced by volcanism or impact.
Grand Canyon (Earth) Maja Valles (Mars)
Plastic Models
Scale Example : Olympus Mons, Mauna Kea and Mt. Everest all shown at the same scale. Olympus Mons is the tallest known shield volcano in the solar system.
Vertical Exaggeration Example : Topography data is often shown with the vertical dimension exaggerated. This helps the viewer to see and measure subtle variations that would otherwise be very difficult to observe.
Measuring Slope : Students can use a protractor to determine the average slope of topographic features. Correction values for vertical exaggeration may need to be applied, and are supplied in the worksheet.
Building a profile gauge : The lesson kit includes instructions for making a profile gauge using cardboard, bamboo skewers and rulers that can be used by students to easily take profile measurements of features on the models.
Mauna Loa contour profiling student worksheet
Transfer the points where the line A-A’ crosses a contour line. Connect the dots with a smooth line to construct a profile plot.
Planetary Volcanism
Fluvial Channels
Polar Regions
A’
0 km
0 km
14 km
100 km 200 km 300 km 400 km 500 km 600 km 700 km 800 km
Vertical Exaggeration = 7
N
A
