Description of MARS Project

Whether the Martian valley networks were formed predominantly by groundwater sapping or surface fluvial runoff continues to be debated and has profoundly different implications for the past climatic history of Mars and the possible evolution of life there. This is an ideal topic to engage students in the process of conducting scientific research because it is still hotly debated leaving room for students to make real contributions through their own observation and analysis of data.

The overall approach is to give students a section of Mars with related topography (MOLA DEM) and imagery (Viking and MOC mosaic images) data and their job is to determine whether valley networks in their section were formed predominantly by groundwater sapping or fluvial runoff. With the teachers acting as facilitators, the students will extract information from the topographic and imagery data, interpret their results, post them to the server and debate their findings with students working on the same section and on other sections. Eventually, all the students will attempt to reach a consensus via a virtual debate. After appropriate review, the students’ work will be saved in a permanent workspace on the server for all in the scientific community to access.

Background

Currently, it is not known whether the extensive valley networks that we see on the surface of Mars are due to surface run-off or sapping. If the valley networks were carved by running water, perhaps Mars was once like Earth having blue skies and an ocean. This leads directly to our primary scientific question:  Did it ever rain on Mars?

In order to answer this question, the students will go through a series of standards-based inquiry modules designed to teach them about basic geological concepts and guide them so that they are capable of analyzing real Martian data and contribute directly to answering the question. Their scientific contribution will be acknolwdged directly in all resulting scientific journal articles. The modules are designed so that they learn about the concept first and then they move directly to the web-GIS and examine actual topographic and imagery data online. Please click here or on the demo link in the main menu bar to see how the web interface to the Mars database works. The demo is not linked to the actual database and so we encourage you to go "play."

Grade Level:  This material is targeting students in grades 8-10. However, students in grades 7 through 14 could use the material to familiarize themselves with Mars or review basic geological concepts such as surface and ground water processes.

Time Required:  The minimum is 5-6 days but we suggest 11-12 days. This depends on whether (1) the participating teacher makes use of all the concept introductory material or moves directly to the web-GIS and (2) how many sections/valley networks are requested by the teacher. (For guidance on this, please examine the demo and/or contact Drs. Kitts or Luo directly.)  Note that as these modules are standards-based, they do NOT add curriculum to an already over-burdened system. This is simply a more authentic approach to dealing with these concepts.

Assessment Strategy:  These modules culminate with students producing a report and then debating their results virtually with other students in other schools. Consider evaluating their products using the rubrics provided or by developing your own focusing on  1) accuracy of science content, 2) successful completion, 3) appropriate evaluation of data produced, 4) clarity of ideas, and 5) participation in and persuasiveness of their final report.

How to Participate

In order to participate, teachers must fill out a short section request form. Once the form is received, the teachers will be assigned the number of sections they requested with the necessary login and password information for each section. (The demo section does not require a password but it does not write to the actual Mars database.) Please click here or click on the Teachers link in the main menu bar to access the online form.

Project MARS Goals

The overall goal of the project is to enhance the students’ interest in science and to directly engage them in the actual process of conducting scientific research with a real scientific research question and real scientific datasets. The students will be exposed to the full process of collecting evidence, analyzing data, formulating hypotheses, and communicating and debating with their peers about their findings.

To that end, we have three specific objectives:


All of which will help teachers meet specific National and State Learning Standards in science, math, technology and language arts.

Science Standards

Because the core group of teachers who are testing our modules are from Northern Illinois, we will specifically target the following Illinois Learning Standards (http://www.isbe.net/ils/). Note that these standards are based on National standards and can be aligned directly. This website has an automatic standards mapper to help teachers from all fifty states and the District of Columbia tie these standards to their specific state’s learning standards.

For the State of Illinois, the number is the State Goal, the capital letter is the objective and the following numbers and letters refer to specific benchmarks. Please note that these standards address science, math and language arts. This is in direct response to State and local pressure to incorporate reading and writing into the science classroom as a result of the No Child Left Behind Act.  In the State of Illinois, the technology goals are interspersed among the individual disciplines’ benchmarks.

Language Arts: 1.C.4a, b and f; 1.C.5a, b and f; 3.C.4a, b and 5a; 4.B.4a, b; 5.A.4a, 4b, 5a, 5b; 5.C.4a, 4b, 4c, 5a and 5b

Mathematics:  8.C.5 and 10.B.5

Science: 11.A.4a, c, d and f; 12.C.5b; 12.E.5; 13.A.4b, 4d, 5b and 5d



These modules also support the following U.S. National Geography Standards:

Student Learning Outcomes

•    Identify specific geologic features such as amphitheater valley heads, which are synonymous with either run-off or sapping.
•    Digitalize valley network channels in order for the computer to calculate area, length etc. of the networks.
•    Determine drainage density of a valley network.
•    Obtain a hypsometric curve and save these data in table and plot a graph.
•    Obtain a circularity function and save these data in table and plot a graph.