Mission Mars at Rutgers
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By the year 2040, NASA intends to send humans to Mars! Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality. Before students can embark on the next great adventure of the human race, they must learn to take initiative, work autonomously, and persevere in the face of obstacles. They must become independent producers and problem solvers. Using the Enrichment Triad Model as an organizing framework, this session explores activities and processes that will help students prepare for the future and lead us deeper into space then we have ever been before. Join us as we review free internet resources, work through hands-on activities, and glimpse the possibilities for students.
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Mission Mars at Rutgers
- 1. Mission Mars
- 6. NASA
- 10. http://planetary-science.org/planetary-science-3/exploration-2/an-introduction-to-space-exploration/
- 17. Why Mars?
- 19. (Image: NASA) (Public Domain Image)
- 26. NASA
- 27. NASA/Chris Gunn
- 28. Image: NASA/David C. Bowman
- 30. Humans to Mars by 2040
- 38. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 42. TYPE I HEIGHTEN ANTICIPATION STIMULATE INTEREST CREATE CONNECTION (Renzulli, 1977)
- 43. Simulation of Orbital System
- 44. Stance or Suggestion for moving forward Worrisome Need to Know Excited
- 45. What excites you about the idea of going to Mars? What do you find worrisome about the idea of going to Mars? What else do you need to know about going to Mars? What is your current stance on the prospect of going to Mars?S N W E
- 62. TYPE I CURIOSITY & CONNECTION (Renzulli, 1977)
- 63. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 64. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 65. COGNITIVE SKILLS
- 68. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 77. ITERATE
- 89. “Anyone who sits on top of the largest hydrogen-oxygen fueled system in the world, knowing they’re going to light the bottom, and doesn’t get a little worried, does not fully understand the situation.” JohnYoung
- 93. 1. Design a Spacesuit 2. Research Space Law 3. Analyze Soil Samples 4. Build an RC Vehicle 5. Program a Microcontroller 6. Use an Orbital Mechanics Simulator 7. Share Your Opinions on Extra-Terrestrial Life diy.org
- 102. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 103. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
- 105. TEACHER
- 106. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 107. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
- 108. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 109. Image Credit: 774 ABC Melbourne: Simon Leo Brown
- 110. STUDENT
- 111. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 112. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 113. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 115. TYPE IIITYPE I TYPE II
- 116. TYPE IIITYPE I TYPE II
- 117. TYPE IIITYPE I TYPE II RESEARCH ON SURVIVING ON THE SURFACE OF MARS… 1. Learning Skills •Understanding •Determining Relevance •Notetaking 2. Analyzing and Organizing Information •Identifying Sources •Drawing Conclusions 3. Advanced Research Skills
- 118. TYPE IIITYPE I TYPE II
- 119. TYPE IIITYPE I TYPE II
- 120. TYPE III Electrostatic Ion Thruster TYPE I TYPE II
- 121. TYPE IIITYPE I TYPE II
- 122. TYPE IIITYPE I TYPE II
- 123. TYPE IIITYPE I TYPE II DEVELOP A PROTOTYPE… 1. Creative Problem Solving & Decision Making 2. Critical Thinking 3. Analyzing and Organizing Information 4. Preparing for Independent Work 5. Advanced Research Skills 6. Communication
- 125. • Interesting • Integral to one’s vision of the future • Immediately useful • Tied to one’s identity Achievement Motivation
- 135. Interior View From the International Space Station (NASA)
- 136. Image: NASA/KSC
- 137. NASA
- 138. NASA/Chris Gunn
- 139. NASA/Bill Ingalls
- 141. James Webb, Cosmos
- 143. Thank you.
- 144. It’s not a matter of if, but when, we will deal with such a situation [asteroid impact]. Thomas Zurbuchen, Associate Administrator NASA’s Science Mission Directorate
- 145. Terraform Mars with Universe Sandbox 2
- 149. YOUR Mission…