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Surface Features

Mars can be compared with Earth in

many ways. Both planets have north and

south polar ice caps, volcanoes, rocks,

canyon systems, flood plains, wind,

weather, and dirt. Scientists use Earth as

a working laboratory in understanding

Mars. By studying places on Mars where

water appears to have flowed across the

surface in ancient times, scientists are

unlocking the history of Mars when liqright. This same feature occurs on Earth

where large amounts of water have

flooded across the surface, and so scientists believe this area on Mars was

formed by flooding. This indicates that

Mars had large amounts of water on its

surface sometime in its past.

Where Are the Martians?

“Life has been found on Mars” — true or

false? This is a question scientists are trying to answer. The question of life on

Mars has been the topic of many scientific debates. We think that liquid water,

an essential ingredient for life on Earth,

once flowed on the surface of Mars. The

current absence of surface water is most

likely due to Mars’ thin atmosphere as

well as its low atmospheric pressure. Future missions to Mars will include lander

vehicles responsible for collection of soil

and rock samples that will be studied for

the presence of ancient life forms. Future

landing sites will include places on Mars

that once had water, perhaps lakes or

rivers. Today’s students are the scientists

of the future. You or one of your classmates could be the first person to look at

samples returned from Mars, or perhaps

even the first human to walk on the surface of Mars!

Why Do We Care?

Why do people have an interest in planetary science, and what kind of technology do we gain from space travel? For

example, science and technology have

been aided by the advancements made

in space science. NASA has developed

materials for space travel that are lightweight, yet extremely strong. These materials can also be used in manufacturing

and electronics industries on Earth.

Helping to make life better on Earth and

exploring the unknown are some of

NASA’s greatest achievements. By studying other worlds, we learn more about

our own world.

Interest in Mars, the fourth planet from the Sun, began long before people were able to send spacecraft to the Red Planet.

Even early astronomers were able to see Mars’ brightness and position changes in the sky. With the invention of powerful

telescopes, scientists were able to see the surface of Mars for the first time. Today, we send robotic missions to Mars to study

its surface. These missions have shown us that Mars’ solid surface is much like that of Earth. Mars missions will launch

about every two years, to gain a better understanding of Mars’ geologic history and search for evidence of past or present life.

Attention Teachers: This wallsheet presents summaries of classroom-appropriate activities to help students grasp basic

concepts about Earth and Mars and their place in the Solar System. The full lesson plans with student pages are available

online at http://mars.jpl.nasa.gov/classroom/teachers.html. Mars images can be found at http://photojournal.jpl.nasa.gov and

http://mars.jpl.nasa.gov/gallery/index.html. Most of the Mars images on this poster were taken by the Mars Orbiter Camera

(MOC) on the Mars Global Surveyor (MGS) spacecraft, and can be found at http://www.msss.com.

The Mars Pathfinder landing site.

Mars: A Time Of Discovery

uid water seemed abundant. Scientists

reviewing pictures of Mars’ surface during the Mars Pathfinder mission in 1997

noted that surface rocks at the Pathfinder landing site appear to lean in the

same direction. In the image (above),

many rocks appear to be pointing to the

These students visiting a spacecraft “clean room”

may be future Martians.

Front of poster: The image of Earth was taken by the GOES-7 weather satellite in August 1992.

Hurricane Andrew can be seen in the Gulf of Mexico. NASA’s Mars Global Surveyor spacecraft pictured

the Red Planet in April 1999, showing clouds over the great volcanoes, the “Grand Canyon” of Mars

(below center), and the north polar ice cap. Earth and Mars are shown at their correct relative sizes.
EW-2002-06-009-JPL

Quick Mars Facts

Temperature and Surface Pressure

If you could stand at Mars’ equator, the surface temperature would change

from 21 degrees Celsius (70 degrees Fahrenheit) at your feet to 0 degrees Celsius

(32 degrees Fahrenheit) at the top of your head. This difference in temperature

would make it feel

like summertime

at the bottom half

of your body and

wintertime at the top half!

The average surface pressure of Mars is 8 millibars,

approximately

1/100 that of Earth.

Because of Mars’ low surface pressure, you would need a space suit if you visited Mars. Otherwise, your internal organs would push out against your skin,

making you look like a very large marshmallow — or worse!

Atmospheric

Composition

The air of Mars is mainly carbon

dioxide (95%). Only 0.1% of the

atmosphere is oxygen. Earth’s air is

21% oxygen, 0.035% carbon dioxide, and 78% nitrogen.

Compare Mountains and Canyons on Mars and Earth

Olympus Mons volcano on Mars versus Mt. Everest

and Mauna Kea Hawaiian volcano on Earth:

4000 km long by 7 km deep

(Valles Marineris)

4000 km long (United States)

400 km long by 1.8 km deep

(Grand Canyon)

• 27 km high (Olympus Mons)

• 10 km high (Mauna Kea – measured

from sea floor)

• 9 km high (Mt. Everest)

Valles Marineris canyon on Mars compared with the

United States and the

Grand Canyon:

Time

One Mars solar day (a sol) lasts

about 24 hours and

40 minutes, compared with Earth’s

day of 24 hours. One

Mars year equals 687

Earth days, or 1.88 Earth years.

How old would you be on Mars?

12 years old on Earth / 1.88 = 6.4

years old on Mars

Distance to Mars

If you could travel the minimum

distance from Earth to Mars at

60 miles per hour (average car driving speed), it would take 66.5 years

to get to Mars! Light travels at a

speed of 670,000,000 miles per hour,

allowing a light particle to get to

Mars from Earth in 5 minutes when

Earth and Mars are at their closest.

Minimum distance from

Earth to Mars is

~56,000,000 km

(35,000,000 miles)

Maximum distance from

Earth to Mars is

~399,000,000 km

(249,375,000 miles)

Mauna Kea

(Earth)

Mt. Everest

(Earth)

Olympus Mons

(Mars)

Earth Mars

E M

E

M

Gravity

The gravity on Mars is approximately 1/3 that of Earth. That would

allow a person on Mars to dunk

a basketball in a basket 3 times

higher than

one on Earth!

Mars

30ft

Earth

10ft
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Sun

Mercury

Mars

Asteroid belt

Jupiter

Saturn

Uranus

Neptune

Pluto

Venus

Earth

Learning Goals

Students will understand the distances between the Sun, the

planets, and small bodies in the Solar System.

Students will be able to create a model demonstrating the

scale distances of the Solar System using astronomical units

that have been converted to a scale of 1 astronomical unit

(AU) = 10 centimeters.

National Science Education Standards

Standard D: Earth in the Solar System

Overview

Students will take a piece of string that is 4.5 meters long

(for younger students, the string can be pre-cut). They will

convert the distance of the planets from the Sun, using a

data sheet, from astronomical units (AU) to centimeters.

From this information, they will construct a representation

of the Solar System on the string using colored beads.

How far is Mars from Earth? Because the Solar System is so large and the distances between planets are so great, scientists

developed a special way to measure distances in the Solar System. The astronomical unit (AU) is the unit of measure for planetary distances, with one AU — 150 million kilometers (93 million miles) — representing the average distance from the Sun

to Earth. Mars is 1.5 AU from the Sun. Knowing this, can you calculate the distance from Earth to Mars in AU, in miles, and

in kilometers?

Planetary Photojournal Homepage

Activity #1

Earth, Moon, Mars

Balloons

Learning Goals

Students will construct a scale model

of the Earth–Moon–Mars system in

terms of planetary size and distance. In addition, students will

make a scale model of Mars

relative to Earth, and discover

how far one might have to

travel to visit the most Earthlike planet in our Solar System.

National Science Education Standards

Standard D: Earth in the Solar System

Overview

Groups of students will inflate three balloons that represent

Earth (blue), Mars (red), and the Moon (white). They are

given the size of one of the balloons to scale and are asked

to find the scale of the other two balloons. After creating

the scale models, students are asked to find the relative

distances between each of the celestial objects. This is a

good introduction to any study involving Mars or Mars

colonization.

How Far Away Is Mars?

Is this diagram of the Solar

System to scale?

What changes would you

make to it?

Activity #2

Solar System Bead Distance

Planetary Distance Key

Planet AU Color

Sun 0.0 AU yellow

Mercury 0.4 AU solid red

Venus 0.7 AU cream

Earth 1.0 AU clear blue

Mars 1.5 AU clear red

Asteroid belt 2.8 AU black

Jupiter 5.0 AU orange

Saturn 10.0 AU clear gold

Uranus 19.0 AU dark blue

Neptune 30.0 AU light blue

Pluto 39.0 AU brown

Planetary Data Handout

JUPITER URANUS

NEPTUNE

SATURN

MARS

EARTH

VENUS

MERCURY

SUN

PLUTO

Get the full lesson plans at http://mars.jpl.nasa.gov/classroom/teachers.html

Sample
EW-2002-06-009-JPL

Get the full lesson plans at http://mars.jpl.nasa.gov/classroom/teachers.html

Activity #3

Mud Splat Craters

Learning Goals

Students will learn how craters are formed through the

identification of the different cratering processes and the

different features that impactors can form.

Anatomy of an Impact

Learning Goals

Students will learn how to create

their own impact craters, and discover the differences that a variety

of impactors make on the shape and

size of the resulting impact.

National Science Education

Standards

Standard A: Abilities necessary to

do scientific inquiry

Standard F: Natural hazards

Overview

Students will fill a tray with a layer of flour and a thin top

layer of tempera paint. They will find the mass of each of

three objects and determine which one creates the largest or

deepest impact crater. They will demonstrate the variety of

craters produced by varying the velocity of the

impactor, and finally, they will demonstrate how

the size of an impactor affects the diameter of

the crater.

NASA’s Planetary Photojournal

I.D. no. PIA02084

NASA/JPL/MSSS

An illustration of the features of a crater.

Crater illustrations from CRATERS! by William K. Hartmann with Joe Cain.

Reprinted with permission, National Science Teachers Association, Arlington, VA.

Sample Crater Impact Data

“Big Crater,” Mars

Pathfinder landing site,

MGS MOC–23703/

Release No. MOC2-46C

(4/15/98).

NASA/JPL/MSSS

NASA’s Planetary

Photojournal, I.D.

no. PIA02018.

NASA/JPL/MSSS

NASA’s Planetary

Photojournal, I.D.

no. PIA02019.

NASA/JPL/MSSS

MGS Release

No. MOC2-96

(3/18/99).

NASA/JPL/MSSS

Similar to our Moon, Mars’ surface is covered with thousands of impact craters. Craters tell us a

lot about Mars. For instance, the northern Martian hemisphere has very few craters compared

with the southern hemisphere. Why do you think this is the case? What kind of processes on

Earth would cause land to look smooth or rough? Which of these processes do we see occurring

on Mars? Even if we do not see them now, is it possible that these processes occurred some time

in the past? These are the types of questions that scientists ask about the Martian surface. Wait

until you find out what they’ve discovered!

Why Does Mars Have Craters?

Activity #4

Creating Craters

National Science Education Standards

Standard A: Abilities necessary to do scientific inquiry

Standard F: Natural hazards

Overview

Students will create a crater similar to those seen on the

Martian surface. This engaging activity is a fun way to look

at the feature of the impact crater. Students can change the

shape and size of the

impactor to observe the differences in each crater. This lesson is

best done outside.
EW-2002-06-009-JPL

Get the full lesson plans at http://mars.jpl.nasa.gov/classroom/teachers.html

Water — on Earth it is essential for life as we know it. During our exploration of the Solar System,

we seek to answer the question, “Is there life on other planets?” Scientists have studied the surface

of Mars and continue to look for clues in determining whether water is or has been present. Under

current conditions, liquid water on the surface of Mars would quickly freeze into ground-frost, or

disappear into the atmosphere, sometimes forming ice-crystal clouds. The surface of Mars tells us a

different story about its past. From spacecraft images, it appears that there was a lot of liquid

water in Mars’ past. Images of the Martian surface show giant canyon systems and apparent flood

zones like those found on Earth.

Activity #5

Are There Floods on Mars?

Learning Goals

Students will perform tasks that demonstrate their knowledge of inquiry science in a real-life context by using a Mars

data set. The students will analyze the data in the same way

that scientists do.

National Science Education Standards

Standard A: Understanding about scientific inquiry

Standard B: Motions and forces

Standard F: Natural hazards

Activity #6

Is There Water on Mars?

Learning Goals

Students will analyze actual data

and images to assess whether

there is currently liquid water

on Mars.

National Science Education

Standards

Standard A: Abilities necessary to

do scientific inquiry

Standard F: Natural hazards

Overview

The Viking and Pathfinder missions collected temperature and

pressure data from the Martian

surface. In this activity, students

study that data to find that the

pressure at the Martian surface is so low that no liquid

water can exist. Given this fact, they are then required to

explain the existence of water-related features on Mars.

Nanedi Vallis. Image size is

9.8 by 15 km; the canyon is

~2.5 km wide. MGS Release

No. MOC2-73 (1/8/98).

NASA/JPL/MSSS

Channeled aprons

in a small crater

within Newton

Crater. MGS Release

No. MOC2-242A,

mosaic of images

Jan–May 2000.

NASA/JPL/MSSS

A fluid-scoured surface in the Hrad Vallis system.

The fluid is presumed to have been water.

MGS Release No. MOC2-154 (7-20-98).

NASA/JPL/MSSS

Nirgal Vallis. MGS Release

No. MOC2-24A (6-22-00).

NASA/JPL/MSSS

The end of Ares Vallis showing streamlined islands near

the Mars Pathfinder landing

site.

Was There Water on Mars?

Overview

Students will examine the Ares

Vallis flood channel on Mars, the

Mars Pathfinder landing site.

They will analyze the features

around the landing site and try

to determine if a giant flood occurred that created the visible

land features. Students will write

a story explaining how features

in Ares Vallis support the idea

that there were catastrophic

floods on Mars.
EW-2002-06-009-JPL

Get the full lesson plans at http://mars.jpl.nasa.gov/classroom/teachers.html

Mars Global Surveyor

Activity #7

Good Vibrations!

Learning Goals

Students will learn how infrared (heat) data are

collected during a Mars

mission and what information we can learn from the data.

National Science Education Standards

Standard A: Understanding about scientific inquiry

Standard B: Transfer of energy

What types of rocks and minerals make up the surface of Mars? This is one of the questions that

scientists have been interested in answering about the Red Planet. Scientists observe the Martian surface by using orbiting spacecraft, and they study Martian meteorites found on

Earth. Scientists can learn about rocks by looking at the heat energy (infrared light)

coming off the surface of Mars. Each rock gives off different amounts of heat, depending on what kind of mineral it contains. By comparing Martian rocks with

Earth rocks, scientists have been able to 1) discover some of the minerals that

make up the surface of Mars; 2) determine what types of geological events have

occurred (floods, volcanism, etc.); and 3) get an idea of types of materials are

present on Mars that humans may be able to use once we land there.

Activity #8

Chips Off the Old Block

Learning Goals

Students will learn how scientists collect infrared mineral

data from Martian meteorites. They will then compare data

from Martian minerals with data from minerals found on

Earth.

National Science Education Standards

Standard A: Abilities necessary to do scientific inquiry

Standard B: Transfer of energy

Overview

Students will examine actual infrared data

from four Martian meteorites. Students will

try to determine which of the given spectra

(mineral fingerprints) are the most similar to

one another. This is the same process that

scientists use in analyzing spectral data taken

from Mars and Earth to look for similarities.

The Electromagnetic Spectrum

Sample Spectral Data

What Are Mars’ Mineral Mysteries?

Overview

Students are given specific

tasks relating to how infrared data collection on Mars

can take place. This handson activity involves collecting data from a rotating

planet and sending the data

back to Earth to be analyzed.

As a class, the students will

interpret their findings and

discuss the results.

Sample Data Sheet
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Desk #1 Desk #2

Ruler

0 cm

move string

2 cm for

next measurement

Shoe Box Mars Terrain

< measure

from

Have you ever been to the base of Mt. Everest or to the Grand Canyon?

These magnificent Earth features pale in comparison to what Mars has to

offer. Olympus Mons, the largest known volcano in the Solar System, stands

over 27 km (~90,000 ft) tall. This is about three times the height of Mt.

Everest — a mere 9 km (~29,000 ft). Olympus Mons is characterized not only

by its height, but also by its gently sloping volcanic cone. If you were looking down on Olympus Mons from a spacecraft, it would be the size of the

state of Arizona! Mars

is also home to the

largest canyon system

in the Solar System,

Valles Marineris. The

canyon is approximately

4,000 km (~2,500 miles) long, about equal in length to the entire United States

(from San Francisco to Washington, DC). Today, Mars shows no signs of active

volcanism or running surface water. However, in the past, both of these processes have contributed to the formation of these amazing Martian features.

Activity #9

High or Low — How Do We Know?

Learning Goals

This lesson will give students an understanding of how information is gathered from other planets

and the way scientists interpret this information. Students will learn about the surface of Mars and

gain an understanding of how scientists learn about the Martian landscape. By using the same technique that scientists have used to map the surface of Mars, students will gain an understanding of

scientific procedure.

National Science Education Standards

Standard A: Abilities necessary to do scientific inquiry

Standard E: Abilities of technological design

Standard G: Nature of science

Overview

A pair of students will build a Martian terrain model using common

materials. Students imitate laser signals sent to the planet’s surface using string and determine the distance between the

spacecraft and the surface terrain. Using their data, students

can graph and diagram the Martian land features.

Martian sand dunes

nicknamed “The Groovy

Dunes of Herschel.”

MGS MOC Release No.

MOC2-203 (1-31-00).

NASA/JPL/MSSS

How High Are the Mountains?

The Martian volcano Olympus Mons (vertical exaggeration

10:1). NASA’s Planetary Photojournal I.D. no. PIA02806.

Height and depth comparison of Olympus Mons (Mars),

Mt. Everest (Earth), and Valles Marineris (Mars) with the

Grand Canyon (Earth).

Valles Marineris, the Martian “Grand Canyon.”

NASA’s Planetary Photojournal I.D. no. PIA00422.

Students record

data taken from

their Martian

terrain on the

Student Data

Sheet.

Students create a Martian terrain and map its features using common materials.

Get the full lesson plan at http://mars.jpl.nasa.gov/classroom/teachers.html
EW-2002-06-009-JPL

Welcome

to Mars

Get the full lesson plans at http://mars.jpl.nasa.gov/classroom/teachers.html

It is sometimes hard to imagine what life would be like on another planet. Things we take for

granted on Earth, such as the length of a day and a blue sky, would be different. On Mars, you

would see two small moons (Phobos and Deimos) cross paths in the hazy, red-colored sky, and giant dust

storms that at times cover the entire planet. The ground would be covered with boulders, dust, and impact

craters. What types of things would we need to live on Mars? What are some other things that would be

different on Mars? Are you ready to go?

Activity #10

Mars Calendar Project

Learning Goals

Students will learn how time is measured on Mars by creating a Martian calendar.

National Science Education

Standards

Standard A: Understanding about

scientific inquiry

Standard D: Earth in the Solar

System

Overview

Students are grouped and given ideas on how the Martian

calendar would differ from that of Earth’s.

Ideas

1. Mars rotates slightly slower than Earth — one Mars solar

day, or sol, lasts about 24 hours and 40 minutes.

2. Mars orbits the Sun in 687 Earth days or 670 Mars sols.

3. Mars’ rotational axis tilts towards the Sun at an angle of

25 degrees. Earth has a similar tilt of 23.5 degrees. This tilt

causes the seasons on both planets.

4. Mars has two moons. Phobos travels around the planet

three times in one sol. Deimos travels around Mars once every

30.3 hours.

From this information, the groups will design a Martian calendar. It is important to take into account such questions as:

• Will you use days, weeks, months?

• What makes a month a month on Mars?

• What will you call a month?

• Will there be a leap year? If so, when

will it fall?

• What about Earth holidays? Mars holidays?

• When will the calendar begin (i.e., when is year “0”)?

Activity #11

Interplanetary Travel Guide

Learning Goals

This activity will allow students to imagine that they are

living on Mars and take the role of a travel agent who is

trying to attract tourists to Mars.

National Science Education Standards

Standard A: Abilities necessary to do scientific inquiry

Standard D: Earth in the Solar System

Standard F: Personal health

Hi! Isn’t this

where the beach is

supposed to be?

What Would It Be Like To Live on Mars?

Overview

The class is divided into six groups, and each is given a

specific role to perform. These roles include: meteorologists, geologists, mission specialists, journalists/

reporters, historians, and graphic designers. Collectively the class will create a travel guide for

Terris T. Rialle, Director of Interplanetary Travel.

The groups will research the Red Planet in their

own specialty area. A team leader will share their

information with the other groups. The class can

present the travel guide in the form of a book,

brochure, slide or computer presentation, mural,

TV commercial, infomercial, or an interactive

website. Your clients will need this information

when they begin their vacation to Mars.

MARTIAN CITY
EW-2002-06-009-JPL

Finding NASA Educator Materials

“How to Access Information on NASA’s Education

Program, Materials, and Services” is a guide to accessing a variety of NASA materials and services for educators. Copies are available through the ERC network,

or electronically via NASA Spacelink.

NASA CORE

http://education.nasa.gov/core

NASA’s Central Operation of Resources for

Educators (CORE) was established for the

national and international distribution of

NASA-produced educational materials in audiovisual format. Educators can obtain a

catalogue by contacting:

NASA CORE

Lorain County Joint Vocational School

15181 State Route 58

Oberlin, OH 44074-9799

Toll Free Ordering Line: (866) 776-CORE

Toll Free Fax Line: (866) 775-1401

E-mail: nasaco@leeca.org

NASA Television

http://www.nasa.gov/ntv/

NASA Television (NTV) features Space

Shuttle mission coverage, live special events,

live interactive educational shows, electronic

field trips, aviation and space news, and historical NASA footage. Live feeds preempt

regularly scheduled programming. For more

information, contact:

NASA TV

NASA Headquarters

Code P-2

Washington, DC 20546-0001

Phone: (202) 358-3572

NTV Weekday Programming Schedules

(Eastern Times)

Video File NASA Gallery Education File

12–1 pm 1–2 pm 2–3 pm

3 –4 pm 4–5 pm 5–6 pm

6–7 pm 7–8 pm 8–9 pm

9–10 pm 10–11 pm 11–12 pm

 12–1 am 1–2 am 2–3 am

NASA Education Program

http://education.nasa.gov

NASA’s Education Home Page is a cybergateway for the American education community, with information about education

programs, NASA contacts, and resources.

Teacher Resources

Educators can download and print the full lesson plans at — http://mars.jpl.nasa.gov/classroom/teachers.html

Regional Educator Resource

Centers (ERCs)

http://spacelink.nasa.gov/ercn/

ERCs offer access to NASA educational materials. NASA has formed partnerships with

universities, museums, and other educational institutions to serve as regional ERCs

in many states. A complete list of regional

ERCs is also available through CORE.

NASA Spacelink

http://spacelink.nasa.gov

NASA Spacelink is a searchable “virtual library” in which local files and hundreds of

NASA World Wide Web links are arranged in

a manner familiar to educators. Special

events, missions, and intriguing NASA

websites are featured in Spacelink’s “Hot

Topics” and “Cool Picks” areas.

NASA’s Education Products

http://spacelink.nasa.gov/products/

This website has a complete listing of NASA

educational products.

NASA Educator Resource Center

Network (ERCN)

To make additional information available,

NASA has created the NASA ERCN. Educators may preview, copy, or receive NASA materials at these locations. Phone calls are welcome if you are unable to visit. The centers

and the regions they serve are:

AK, Northern CA, HI, ID, MT, NV, OR,

UT, WA, WY

NASA Educator Resource Center

Mail Stop 253-2

NASA Ames Research Center

Moffett Field, CA 94035-1000

Phone: (650) 604-3574

IL, IN, MI, MN, OH, WI

NASA Educator Resource Center

NASA Glenn Research Center

21000 Brookpark Road

Cleveland, OH 44135

Phone: (216) 433-2017

CT, DE, DC, ME, MD, MA, NH, NJ,

NY, PA, RI, VT

NASA Educator Resource Laboratory

Mail Code 130.3

NASA Goddard Space Flight Center

Greenbelt, MD 20771-0001

Phone: (301) 286-8570

CO, KS, NE, NM, ND, OK, SD, TX

Space Center Houston

NASA Educator Resource Center for

NASA Johnson Space Center

1601 NASA Road One

Houston, TX 77058

Phone: (281) 244-2129

FL, GA, PR, VI

NASA Educator Resource Center

Mail Code ERC

NASA Kennedy Space Center

Kennedy Space Center, FL 32899

Phone: (321) 867-4090

KY, NC, SC, VA, WV

Virginia Air and Space Center

Educator Resource Center for

NASA Langley Research Center

600 Settlers Landing Road

Hampton, VA 23669-4033

Phone: (757) 727-0900 x.757

AL, AR, IA, LA, MO, TN

U.S. Space and Rocket Center

NASA Educator Resource Center for

NASA Marshall Space Flight Center

One Tranquility Base

Huntsville, AL 35807

Phone: (256) 544-5812

MS

NASA Educator Resource Center

Building 1200

NASA Stennis Space Center

Stennis Space Center, MS 39529-6000

Phone: (228) 688-3220

AZ and Southern CA

NASA Educator Resource Center for

NASA Dryden Flight Research Center

45108 N. 3rd Street East

Lancaster, CA 93535

Phone: (661) 948-7347

VA and MD’s Eastern Shores

NASA Educator Resource Center

Visitor Center Building J-17

GSFC/Wallops Flight Facility

Wallops Island, VA 23337

Phone: (757) 824-2298

CA

NASA Jet Propulsion Laboratory

Educator Resource Center

Village at Indian Hill Mall

1460 East Holt Avenue, Suite 20

Pomona, CA 91767

Phone: (909) 397-4420

JPL 400-935, Rev. 1 6/02