{"id":52,"date":"2023-06-27T13:14:24","date_gmt":"2023-06-27T11:14:24","guid":{"rendered":"http:\/\/racetospace.eu\/?page_id=52"},"modified":"2024-03-19T23:59:56","modified_gmt":"2024-03-19T22:59:56","slug":"lesson-4","status":"publish","type":"page","link":"https:\/\/racetospace.eu\/index.php\/lesson-4\/","title":{"rendered":"Lesson 4"},"content":{"rendered":"\n

Lesson Main Question: <\/strong>What is the best site to plan for a base on Mars?<\/p>\n\n\n\n

Lesson Title:<\/strong> The Martian Samples II: Simulation Experiments (90 min)<\/p>\n\n\n\n

Student Section<\/h2><\/div>\n\n\n
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The Story so Far<\/strong><\/h5><\/div>

Fast forward a few years since our last adventure. Together with Leon Tusk ESA has developed a system involving autonomous robots and small-scale rockets capable of going to Mars and back again. It\u2019s been no small feat, not to mention the astronomical costs involved, but you\u2019re now clutching something truly extraordinary in your hands \u2013 genuine Martian dust samples from the sites you have located!\u00a0
It\u2019s time to unravel the mysteries hidden within those grains of Martian soil. Let the analysis begin!\u00a0<\/p><\/div><\/div>

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Expensium<\/h5><\/div>

Preliminary analyses have shown that the soil samples have presences of the element Expensium, an element which has almost limitless applications in technology. This is of great interest to Leon Tusk and he has offered to fund the entire mission if the best location for Expensium extraction can be found. To help, his scientists have put together a description of Expensium.\u00a0
Expensium: https:\/\/docs.google.com\/document\/d\/1pPjhqeBxkhgRckMCCjuV2L9qlrg-4U4-FH-A83DZWwo\/edit#heading=h.uz4h7967ppo7<\/p><\/div><\/div>

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Analysing samples<\/h5><\/div>

Use neutron scattering and imaging to analyse the soil sample from the site you are working on. How high is the concentration of expensium in the sample? Use the worksheet to help you.\u00a0
Assignment worksheet (update): https:\/\/docs.google.com\/document\/d\/1n__hi_JsohlK0eTFA9CSF9Oed2wQzWhgCVUqcZ5SBeo\/edit<\/a>
Powder Diffraction Instrument<\/a>
Imaging Instrument<\/a><\/p><\/div><\/div>

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Follow up<\/h5><\/div>

In 1 or 2 minutes talk about what you are working on and how it is going.\u00a0<\/p><\/div><\/div>

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Resources<\/strong><\/h5><\/div>

[Links here]
<\/p><\/div><\/div><\/div>\n\n\n

<\/p>\n\n\n\n

Teacher Section<\/h2><\/div>\n\n\n
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Description of Lesson<\/strong><\/h5><\/div>

In the narrative, this lesson unfolds several years after the previous one. At this point, students have received the samples designated for analysis. They will employ powder diffraction and imaging techniques to accomplish two specific objectives. Firstly, for one category of samples, their task is to determine which among them contain higher levels of lithium. Secondly, for the other category of samples, their goal is to identify those with trapped water. Each sample can be assigned a geo-marker, either based on decisions made in the previous lesson, guidance from the teacher, or following a predefined standard. Using these geo-markers, students will position them on a map of Mars, effectively plotting their findings. The lesson culminates with students presenting their discoveries and findings to their peers and relevant stakeholders.
<\/p><\/div><\/div>

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Materials List for Lesson<\/strong><\/h5><\/div>

– MarsTrek online tool (https:\/\/trek.nasa.gov\/mars\/<\/a>)
– List of maps suitable for investigating different demands on Mars Trek (see worksheet)
– Peer assessment rubric (see worksheet)<\/p><\/div><\/div>

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Presentation of the samples and goal<\/h5><\/div>

\u00a0It turned out that Mr. Tusk ended up supporting ESA. It is revealed that Mr. Tusk wants to join forces with ESA to establish a base on Mars as quickly as possible. A number of missions are projected to go to Mars, and the goal is to figure out optimal placements of a base as quickly as possible. Time pressure, since a window for sending probes to Mars is closing\u2026<\/p><\/div><\/div>

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Analysing samples<\/h5><\/div>

Divide students into small groups and provide them with mystery materials. Guide them through the neutron scattering instruments. Use questioning to encourage critical thinking and exploration.<\/p><\/div><\/div>

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Report findings<\/h5><\/div>

The students…<\/p><\/div><\/div>

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Deciding on sample sites<\/h5><\/div>

Groups present their analyses.\u00a0<\/p><\/div><\/div>

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Intended Learning Oucomes<\/strong><\/h5><\/div>

1. Understand and communicate concepts of atoms, neutrons, waves, and particles effectively through verbal, written, and visual formats.
2. Explain three different neutron scattering techniques, including the production and setup of neutron experiments, to peers.
3. Collaborate with peers to utilize a simulated neutron scattering experiment for identifying unknown materials.<\/p><\/div><\/div>

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Resources <\/strong><\/h5><\/div>


[Links]<\/p><\/div><\/div>

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Expected Products from Lesson<\/strong><\/h5><\/div>

Student presentations on which sites on Mars would be ideal for establishing a Mars base.<\/p><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

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