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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** Volcanoes on Earth and Mars: A Comparative Study

**Length:** 60 minutes

**Grade Levels:** 9--12, Post Secondary

**Focus Question:** What can we learn about the formation of the
volcanoes on Mars by comparing them with the volcanoes on Earth?

**Description:** Comparative planetology is important in our
understanding of the evolution of the Earth, the exploration of other
planets, and the discovery of life outside Earth. By studying planets
and other large bodies in the solar system, we learn about the history
and possible future of our own. Students will be introduced to
terrestrial volcanology and continental drift, then apply these sciences
to Mars to produce some fascinating new perspectives. Not only will
students learn about Mars as a world through this study, they will also
gain an understanding of the methods of modern science. Additional
materials and the PowerPoint presentation are available from the
following link:
http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/Earth_Mars_Volcanoes.htm

**Instructional Objectives:**

-   Students will explain terrestrial volcanology and continental drift,
    then apply these sciences to Mars.

-   Students will demonstrate an understanding of Mars as a world by
    describing at least three types of formations other than volcanoes
    found on the Red Planet.

-   Students will demonstrate an understanding of the methods of modern
    science comparing and contrasting a terrestrial volcano with a
    Martian volcano.

**Pre-Conference Activities:** Pre-conference activities are given in
the opening slides of Joe Kolecki\'s PowerPoint presentation
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/Volcano2.ppt).

**Videoconference Activities:** The unknown becomes understandable by
comparison with the known. This statement is the very basis for the all
of the comparative sciences. Medical students and forensic scientists
study comparative anatomy. Comparative planetology, the study of the
planetary geologies, atmospheres, and other characteristics, is
important in our understanding of the evolution of the Earth, the basis
of life on Earth, the exploration of other planets, and the discovery of
life outside Earth. By studying planets and other large bodies in the
solar system, we learn about the history and possible future of our own.
The numerous beautiful worlds that make up our solar system possess
features that are both novel and unique. Many have only recently been
seen for the first time as a result of an astonishing half century of
groundbreaking NASA space technology. Our eyes have seen wonders! (Sir
A. Conan Doyle, *The Lost World* ). And yet, even at first glance, these
worlds are not entirely strange; they also have many things in common.
By using Earth as a guide for evaluating other worlds, we have begun to
glimpse some of the tantalizing secrets hidden from us throughout all
previous human history.

To the searching robotic eyes of NASA, Mars has revealed many volcanoes
scattered across the latitudes, including four of the largest volcanoes
ever seen anywhere in the solar system. The very largest of these covers
a land area greater than the State of Arizona! Olympus Mons is a vast
shield volcano whose summit reaches more than 17 miles above the
planet\'s surface but can be compared to the much smaller line volcanoes
that comprise the Hawaiian Island chain on Earth. The Mars Global
Surveyor, a NASA Mars-orbiter that first arrived at Mars late in 1997
and is still functioning, has returned abundant data showing Mars to
have been much more Earthlike than anything formerly imagined. There is
even evidence for plate tectonics having occurred on Mars ages ago!
Through discussions with Joe Kolecki
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/JoeKolecki.htm), Mars
Pathfinder scientist, students will be introduced to terrestrial
volcanology and continental drift, then apply these sciences to Mars to
produce some fascinating new perspectives. Not only will students learn
about Mars as a world through this study, they will also gain an
understanding of the methods of modern science.

**Post-Conference Activities:** Complete the suggested activities are
given in the PowerPoint presentation
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/presentations/Volcano2.ppt).

**National Standards:**

[**Science Standards**]{.underline}

**Science as Inquiry** (9--12)

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

E**arth and Space Science (9--12)**

Geochemical cycles

Origin and evolution of the earth system

**Science and Technology (9--12)**

Understanding about science and technology

[**Math Standards (9-12)**]{.underline}

**Number and Operations**

Compute fluently and make reasonable estimates

**Geometry**

Analyze characteristics and properties of two- and three-dimensional
geometric shapes and develop mathematical arguments about geometric
relationships

**Measurement**

Understand measurable attributes of objects and the units, systems, and
processes of measurement

Apply appropriate techniques, tools, and formulas to determine
measurements

**Connections**

Recognize and apply mathematics in contexts outside of mathematics

**Lesson Plan/Activities URL:**
<http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/Earth_Mars_Volcanoes.htm>

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called Volcanoes on Earth
and Mars: A Comparative Study

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

-   Yes

> []{.mark}No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for
> Targeted Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_[12/29/2011]{.underline}\_\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering,
> and mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

-   Conformance with Children\'s On-line Privacy Protection Act (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.