PROJECT MARS A curriculum-linked project based learning unit for Year 9 using The Mars Lab. Version 2.04

Transcription

1 PROJECT MARS A curriculum-linked project based learning unit for Year 9 using The Mars Lab. Version 2.04

2 Project Based Learning: Creating a compelling reason to need to know science We all did projects when we were in school and you may be doing projects now with your classes. Typically, in a unit containing a project, the teacher covers the knowledge and concepts with a combination of lectures, textbook readings, worksheets, short activities, videos and website visits. And that s the key to increasing young people s motivation to learn in PBL give them a real need to know, beyond simply getting good grades. Once all the content has been learned by the class, everyone is given the opportunity to apply their learning by doing a project on their own at home. Then, the unit culminates with a test emphasising factual recall. In this case, the teacher covers the main course of study in the usual way, and then a short project is served up for dessert. In Project Based Learning (PBL) it is the project that is the main course it contains and frames curriculum and instruction. While completing their projects, learners are pulled through the curriculum by a meaningful question to explore, or an engaging realworld problem to solve. Before they can do this, they need to work with others to inquire into the issues raised, learn content and skills, develop an answer or solution, create high-quality products, and then present their work to other people. This process creates a strong need to know and understand the material. And that s the key to increasing young people s motivation to learn in PBL give them a real need to know, beyond simply getting good grades. 2 PROJECT MARS

3 PBL is built on the following essential elements: (from bie.org) Significant Content At its core, the project is focused on teaching young people important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. Driving Question Project work is focused by an open-ended question that young people understand and find intriguing, which captures their task or frames their exploration. Need to Know Learners see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity. In-Depth Inquiry Young people are engaged in a rigorous, extended process of asking questions, using resources, and developing answers. 21st century competencies Young people build competencies valuable for today s world, such as critical thinking/problem solving, collaboration, and communication, and creativity/ innovation, which are taught and assessed. Voice and Choice Learners are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience. Revision and Reflection The project includes processes for learners to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning. Public Audience Learners present their work to other people, beyond their classmates and teacher. The Mars Lab PROJECT MARS 3

4 PROJECT BASED LEARNING AND THE MARS LAB PBL is an ideal way to deliver Mars Lab experiences which focus on exploration and scientific inquiry driven by the search for life on Mars. Mars Lab has therefore created Project Mars, a 5-6 week project based learning unit built around the following driving question: Could Mars have supported life? Project Mars will provide the young people in your class with the opportunity to experience the joy of scientific discovery and nurture their natural curiosity. In doing this, they will develop 21st century skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. But, most importantly, Project Mars will create that compelling reason for your class to need to know about important science concepts and processes, the practices used to develop scientific knowledge, of science s contribution to our culture and society, and its applications in our lives as outlined in the Australian Science Curriculum. Designed for Year 9 Science, Project Mars contains 25 individual lesson plans. With scientific knowledge and skills at their core, these lessons will guide YOU, the teacher, through the Project Based Learning approach. Each of the lessons includes detailed information to help you: plan the project and schedule key milestones establish a class culture for effective PBL manage your class and the project with useful strategies teach and assess content knowledge support students in preparing their culminating products. 4 PROJECT MARS

5 AUSTRALIAN SCIENCE CURRICULUM LINKS PROJECT MARS makes many links to all three strands of the national science curriculum. The following table shows the broad links according to the curriculum s Years 9 content descriptions. Specific curriculum-linked learning outcomes are shown in the side bar for each individual lesson. Year 9 SCIENCE Science Understanding Chemical sciences All matter is made of atoms which are composed of protons, neutrons and electrons (ACSSU177) Physical sciences Energy transfer through different mediums can be explained using wave and particle models (ACSSU182) Science as a Human Endeavour Nature and development of science Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157) Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158) Use and influence of science People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160) Advances in science and emerging sciences and technologies can significantly affect people s lives, including generating new career opportunities (ACSHE161) Science Inquiry Skills Questioning and predicting Formulate questions or hypotheses that can be investigated scientifically (ACSIS164) Planning and conducting Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165) Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166) Processing and analysing data and information Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170) Evaluating Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171) Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172) Communicating Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174). The Mars Lab PROJECT MARS 5

6 PROJECT MARS - UNIT OVERVIEW 01 A letter arrives from The Mars Lab 8 An activity to launch the project by challenging your class to take up the offer to assist The Mars Lab in its research. 02 Looking at the Mars rover and the Mars Yard 12 Take a detailed look at the Mawson Rover and examine the Mars Yard. 03 Outlining the project 14 A session to detail the scope, expectations and ground rules for the project and how teams will work together. Check SYSTEM REQUIREMENTS: This program has the following system requirements: You must have access to a H.323 standards based video conferencing system (such as Polycom or Tandberg unit) You must be able to access and install the following three software tools: Mars Yard Maps, Virtual Mars Yard and Teleoperation Interface. To run these tools you must be able to install either the Unity 3D Webplayer plugin into your school s web browsers, or to download and install the Windows or Mac application versions of these programs from our site. BOOK NOW: Book your Mars Lab time as soon as you can so that your unit of work can flow smoothly. Bookings and inquiries: T: E: marslab@phm.gov.au 04 Searching for credible sources 18 As the project requires teams to carry out independent research in an area that includes plenty of controversy (eg. alien life), this session helps participants to understand how to identify credible sources. 05 Formulating the research question and hypothesis 22 After learning the characteristics of a scientific research question and hypothesis, teams formulate their project s research question. 06 Exploring ChemCam 26 A session that provides teams with the opportunity to research and explore the science behind the rover s ChemCam instrument that they will use to carry out their research. 07 The atom 30 Curriculum content lessons that look at the structure of the atom and how it applies to spectroscopy and the ChemCam instrument. 08 Light: the wave model 34 Curriculum content lessons that look at light as a form of electromagnetic radiation defined by specific wavelengths and frequencies. 09 Identifying sites of interest on Mars (Yard) 40 After discussing the amount of planning that missions of this nature require, teams will use the Mars Yard Maps application to explore the Mars Yard and select sites of interest for their research. 10 Which sites will you visit during the mission? 42 Teams must now narrow their list of sites of interest down to their top 3 choices and formally justify their selection. 11 How to critique peer work 44 As peer critique will be an important part of the project from this point on, the class takes a moment away from mission planning to learn the benefits and techniques of critiquing each others work. 12 Collaborative mission plan 46 The class must work together to plan a single mission that as far as possible, meets the plans and investigation requirements of all teams. 13 The electromagnetic spectrum 50 Curriculum content lessons that look at the electromagnetic spectrum and how it applies to spectroscopy and the ChemCam instrument. 6 PROJECT MARS

7 14 Graphical data analysis with Excel 56 In preparation for analysing their own mission data, teams work with a sample csv file to learn how to produce a spectral plot that can be compared to the LIBS instrument spectral library. 15 Mission Day 58 Today the class gets to put all their planning and preparation into action with an exciting and sometimes nail biting 60 minute rover mission. 16 The analysis begins 62 Following the mission, the teams receive their image and instrument data via their Mars Yard Map and begin their analysis. 17 The elements of an excellent report 66 Before commencing to write up their reports, the class takes a detailed look at the form and components of an excellent scientific report. 18 Write up results and discussion 70 Teams begin to prepare the report with a write up of the results and discussion. This lesson also starts the habit of drafting, critiquing and modifying a process teams will follow repeatedly to produce their final report. 19 Refining the first draft of your scientific report 72 Teams attempt to complete a full draft of the whole report. 20 Presentation skills 74 In preparation for their upcoming report presentations, the class examines the elements of what makes a good presentation and the rubric used to assess it. 21 Final draft 78 Building on all peer and teacher feedback, teams produce the final draft of their reports. 22 Presentation practise 80 Team presentations are prepared, practised and peer reviewed. 23 Presentation Day 82 Again the class works as one team to deliver a coordinated, rehearsed presentation of their findings and evidence-based conclusions to the Mars Lab advisory team. 24 Celebrate success 84 A well earned celebration of all the effort and the joys of discovery and teamwork. Also a chance to reflect on the project as a class. 25 APPENDIX A1 Charts, checklists, tables, guidelines and background information. The Mars Lab PROJECT MARS 7

8 1 A letter arrives from The Mars Lab An activity to launch the project by challenging your class to take up the offer to assist The Mars Lab in its research. Outcomes At the end of this lesson, participants will have: Formulated questions that can be investigated scientifically (ACSIS164) Revised and refine research questions to target specific information and data (ACSIS164) Prioritised questions based on criteria Reflected on the process of formulating their own research questions. You will need Minimum 50 minutes (you can take more time and split it between 2 lessons) PRODUCING QUESTIONS WITH QFT POWERPOINT PRESENTATION ;Brainstorming ; materials MARS LAB LETTER Class Activity 1.1. The letter (QFocus) RULES FOR PRODUCING QUESTIONS HANDOUT DIFFICULTIES IN FOLLOWING THE RULES HANDOUT ADVANTAGES AND DISADVANTAGES OF CLOSED- AND OPEN-ENDED QUESTIONS HANDOUT Science inquiry involves identifying and posing questions. Young people must be able to construct questions, propose hypotheses and suggest possible outcomes in order to plan, conduct and reflect on scientific investigations. In this lesson, you will be guiding your class to construct scientific questions using a technique call the Question Formulation Technique (QFT). Rather than you, the teacher, asking all the questions and getting the class to answer, you will empower the young people in your class to ask their own questions focused around this stimulus, referred to as the Question Focus or QFocus. As young people learn to ask their own questions they will be more engaged, take greater ownership of their learning and learn more deeply and more broadly than ever before. You will empower them to create a blueprint for their own curiosity. They will ultimately chart the direction of their entire learning unit. 8 PROJECT MARS

9 It stands to reason that if young learners create their own questions they are more likely to take ownership of those questions and are more likely to want to seek answers to them. Divide class into the teams you have preassigned The class will be working in small teams of 3-5 members throughout the activity (and then the project). Each team will need a scribe. The scribe must also participate in producing questions. Explain the QFocus Tell your class that you are about to read them a letter you received and that they will be using this letter to generate questions. Do not read them the letter just yet otherwise they will start thinking about that and won t be able to focus on the Rules for producing questions (see next step). Introduce the rules Present the rules for producing questions to your class by displaying them on the white board. Ask the class to review the rules and to discuss Will it be easy or difficult to follow this rule and why? The class discusses the rules in small groups using the DIFFICULTIES IN FOLLOWING THE RULES HANDOUT. Teams will then report back to the whole class. This step should take 5-7 minutes. Each of the four rules facilitates a behaviour that contributes to effective question formulation. When they are used together, they are potent tools in achieving a high level of engagement and depth of thinking from young people, so it is essential that you use them as they are. Read the letter (present the QFocus) Read the letter, then pause. Do not explain it. The letter is an earnest invitation to the class to help in the search for evidence of life habitats using a robot rover. If your class is up to the challenge, we are prepared to offer them 60 minutes of valuable rover time. Teamwork 1.2. Teams produce questions Instruct groups to produce questions Have students work in their teams to produce questions about the letter you have just read. Project teams We suggest you divide your class up into project teams of 3-5 members and produce a team list for each team leader prior to this lesson. These teams will work together for the entire project. Note: If your class finds no difficulties in following the rules, don t worry the difficulties in following the rules will become more apparent when groups begin formulating questions. You can prompt by asking How are the rules different from the way we usually work? or How can these rules help you produce questions? If teams don t cover key points about the difficulties expected, do not tell them what they have missed. The discussion sets the stage for how you and your class will work together. If you tell them, they will expect you to continue doing so. The Mars Lab PROJECT MARS 9

10 Dear Teacher, Please accept this letter from the Mars Lab as a request for your class assistance in a scientific research project as part of the search for evidence of possible past life on Mars. Mars Lab is a research project collaboration between the Australian Centre for Astrobiology (at the University of New South Wales), the Australian Centre for Field Robotics (at the University of Sydney), and the Powerhouse Museum. Mars Lab is looking to recruit young Australians to contribute to this research project by conducting scientific investigations on the Mars Lab s recreated Martian surface. Mars Lab uses a state-of-the-art robotic rover (called, Experimental Mars Rover-Mawson) which can be remotely driven across a scientifically accurate recreation of the Martian surface known as the Mars Yard. Teams of young scientists will be tasked with carrying out scientific investigations over the simulated Martian surface to uncover clues in the rocks and geological features in an effort to determine if the conditions may have once been favourable for life. As with the Curiosity Rover on the real planet Mars, the young scientist s mission would not be to look for life, but rather to answer this driving question: Could Mars have supported life? The Mawson Rover is equipped with a suite of sophisticated scientific instruments that work in concert to determine the site s potential to support life. In particular, ChemCam will assist young scientists in their quest to identify the composition of the rocks and soil. Knowing the composition will provide additional clues as to the environment in which the rock formed, help characterise the geology of the rock s surroundings and aid in assessing if the site may once have been a habitable place. The scientific research conducted by young scientists with the rovers on the Mars Yard is of high importance to the Mars Lab project and helps us all address fundamental questions about our place in the Universe and the history of our solar system. This research therefore requires highly motivated and capable young people to design and conduct scientific investigations to collect and analyse data, interpret the results, report on findings and present back to the Mars Lab science advisors. If your class is prepared for the challenge, we would be delighted if they would assist the Mars Lab in conducting this scientific research. Please contact us within the next seven days to inform us of your class decision to participate. 1. What will our role be in helping with this investigation? 2. How could finding out whether there was life on Mars, benefit us? 3. How can you tell from rock composition, that Mars could have supported life? 4. Where and when are we going to conduct this investigation? 5. How does ChemCam show the chemical composition of a rock? 6. Will there ever be a chance for humans to live on Mars? 7. Would we get acknowledged for the research? :P Dr. Carol Oliver Associate Director and Senior Research Fellow The Mars Lab T: E: marslab@phm.gov.au Powerhouse Museum QFT in action: After the letter is read out, each team generates a list of questions about the letter. The list shown was produced and then prioritised by a Year 8 team. Note: If teams struggle trying to produce questions, encourage them and give them time to think. Repeat the QFocus but do not give examples of questions. When you give examples you are setting direction for the questions. If groups are stuck or have produced very few questions, provide them with question starters to help ie You can start a question with words like what, when or how. Remind them to make sure to follow the rules and to number each question they produce. Let teams know how much time they have for producing the questions. Monitor teams as they work. Facilitate the teams use of the RULES FOR PRODUCING QUESTIONS by reminding students to stick to the rules during the question producing process. Do not give examples of questions to teams as you support them. Alert the class to how much time is left throughout the process. Identify questions as closedor open-ended Display the definitions of Closedand open-ended questions on the white board. Ask teams to review their list of questions and mark closed-ended questions with a C and openended questions with and O. Allow 2-3 minutes for this task. As a whole class, facilitate a discussion on the Advantages and disadvantages of closed- and openended questions. Allow about 4 minutes for this discussion. 10 PROJECT MARS

11 Instruct teams to change their questions from one type to another Ask teams to change one or two questions from their list from one type to another. This will facilitate their understanding that the construction and phrasing of a question shapes the kind of information you can expect to receive. You can offer up some questions starters: Why, what, how? > Open-ended When, where, who, is, can, do? > Closed-ended Instruct teams to prioritise their questions Have them write the prioritised list of three questions on a sheet of paper (ready to be added to their project folders). Collect all team question sheets at the end of the lesson and put them aside for later sessions. Class activity 1.3. Reflection Note: If teams struggle to decide or disagree on if a certain question should be categorised as closedor open-ended, suggest that they think about the kinds of answers they can get from asking the question. If they still struggle or disagree, they can mark it as C/O. Lead teams to reflect on what they have just done Review the steps that the teams have just done and provide them with an opportunity to reflect on what they have learned by producing, improving, and prioritising questions. Making the QFT completely transparent helps young people see what they have done, internalise the process and understand how it contributed to their thinking and learning. Display the Reflection slide from the Power Point presentation and ask your class the following questions: Why is learning to ask your own questions important for learning? How do you feel now about asking questions? How can you use what you learned about asking questions? Have teams discuss the reflection questions and jot down notes to report to the whole class. The Mars Lab PROJECT MARS 11

12 2 Looking at the Mars rover and the Mars Yard Take a detailed look at the Mawson Rover and examine the Mars Yard. Outcomes At the end of this lesson, participants will have: Formulated questions to guide background research on EMR- Mawson and its on-board instruments (ACSIS164) Identified and prioritised relevant questions and research topics for the project using a Need To Know list (ACSIS164) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues in a team assessment. YOU WILL NEED 50 minutes (you can take more time and split it between 2 lessons) Access to web to view Mars Lab videos EMR-MAWSON FACT SHEET Class access to MARS YARD MAPS MARS LAB DIGITAL TOOLS GUIDE. NEED TO KNOW LIST Class Activity 2.1. Exploring the Mars rover instruments Explore the features of the Mars Lab rover Watch the Mars Lab rover video Watch the Mars Lab CHEMCAM video Distribute the EMR-MAWSON FACT SHEET (appendix). Highlight the instruments Discuss the features of the rover and highlight the available ChemCam instrument and pan/tilt camera so that teams are aware of the tools they will be able to use during their investigation. 12 PROJECT MARS

13 Teamwork 2.2. Examine the Mars Yard Explore the Mars Yard Display a view of the Mars Yard using the MARS YARD MAPS application. Lead your class through a See-Think-Wonder activity to get them thinking about what they see on the Yard. Provide access for teams to the MARS YARD MAPS application and allow them to explore the Mars Yard. Let teams know that they can find out more about Mars Yard Maps from the MARS LAB DIGITAL TOOLS guide. Teamwork 2.3. Start a Need To Know list SEE-THINK-WONDER»» Show the Mars Yard and ask them what they SEE. Give them a few minutes and solicit responses.»» Now ask them what they THINK. Solicit responses.»» Finally, ask them what they WONDER when they look at the Mars Yard. Solicit responses. Hand out a Need To Know list to each team. Instruct each team to complete the Need To Know chart (what they KNOW, what they might NEED to know and HOW they could find out). This will guide the teams learning goals, research and the content lessons you may need to teach throughout the project. As an example, you may want to display a Need To Know list on the whiteboard and fill in one or two examples as a whole class first before instructing groups to complete their own. Remember: Teams will review and revise their Need To Know list on a regular basis throughout the project so this is not the final chart. It is only an exercise to give groups direction and guide the learning they will be undertaking. The Need To Know list is in the Appendix Assessment 2.4. Team assessment Tell you class that during the duration of the project, they will regularly have to complete a Team Assessment. This should only take a few minutes to complete. Have each group appoint a Team Assessment leader. Throughout the entire project, this person will be in charge of ensuring that the group comes together when required to complete an assessment. The Team Assessment leader will also have the role of the scribe for the group. Team Assessment As this is the class s first team assessment you will likely need to guide them through this one. Instruct teams to complete their first Team Assessment. The Mars Lab PROJECT MARS 13

14 3 Outlining the project A session to detail the scope, expectations and ground rules for the project and how teams will work together. Outcomes At the end of this lesson, participants will have: Learned about the steps of the scientific method Created a project time line by working backwards from key project milestones Established team dynamics, outlined expectations, taken shared responsibility for group work, and identified and prioritised goals and tasks Familiarised themselves with the Mars Lab rover and its instruments. You will need 50 minutes (you can take more time and split it between 2 lessons) OUTLINING THE PROJECT POWERPOINT PRESENTATION ;Planning ; materials Team folders (could be binders, 3.1. Outlining the project envelops, pizza boxes, etc) INVESTIGATION REPORT RUBRIC and PRESENTATION RUBRIC PROJECT MANAGEMENT LOG TEAM CONTRACT Explain the project Display the letter from the Mars Lab. As a class, highlight the tasks that have been asked of the class: design and conduct an investigation collect and analyse data report on findings present to the Mars Lab committee. Highlight the driving question presented in the letter: Could Mars have supported life? Outline project phases Outline the different phases of the project: 14 PROJECT MARS

15 In the planning phase of the project, teams will need to: Establish their research question and hypothesis (what specifically they will research to try to answer the driving question) Conduct background research/attend lessons (to inform their research question and hypothesis) Develop method (plan mission using MYM and VMY) In the investigation phase of the project, teams will need to: Conduct experiment (using method developed) Analyse data In the results stage of the project, teams will need to: Draw conclusion (write a report) Communicate results (create presentation/present to audience) Outline the milestones Display the monthly calendar from the PowerPoint presentation and write in the major project milestones: Research question and hypothesis All teams have chosen mission sites Mission plan submitted Mission Day* First draft of report Final draft of report Presentation Day* Celebration. *These events require a booked session with the Mars Lab. With the whole class, work backwards from these milestones and outline when on the calendar groups would want to be doing their background research, planning their mission investigation, practicing to drive through their mission plan, analysing their data, writing their report, preparing their presentation and practising for their presentation. By working backwards, you will find that with little guidance your class will naturally work out a project calendar that is in line with your plans. Book Now BOOK YOUR MARS LAB SESSIONS: Now that you have a project schedule and know when your mission day and presentation day will be, book these dates and times with the Mars Lab. The earlier you book them, the greater the chance these dates and times will be available. Bookings and inquiries: T: E: marslab@phm.gov.au Display this project calendar in your classroom where it is visible and teams can refer to it at anytime. Explain the rubrics Present each group with the report writing, collaborative work and presentation rubrics. Tell them to file this rubric in their group folder so they can refer to it when necessary. The Mars Lab PROJECT MARS 15

16 Go over each rubric with your class so that groups know what will be expected of them. Answer any questions they might have. Explain team project folder Explain the groups that during the course of this project, each team will be using a team folder where all the project files, tools and records will be kept. This folder can be a binder, envelop, a pizza box, etc. Whatever works for your class Throughout the project, students will file any forms, outlines, rubrics, drafts and assessments in the group folder. By the end of this project, this folder will contain: Project Management Log: Group Roles & Tasks Project Work Reports Team Assessments Project Outline Project Rubrics Research (any research done for the project) Drafts (including edited copies) Presentation Day checklist All other types of assessment. Establish a designated area for team folders to be stored. Team folders should always remain in the classroom in its designated location. This is to ensure that no single member of the team is responsible for the folder and that the folder is always accessible to anyone in the team at any time and does not get lost or forgotten somewhere. Discuss expectations for teamwork As a whole class, brainstorm and discuss expectations for teamwork to ensure that everyone in the class understands what is expected. Expectations could include: Prepared and ready to work with the team Available for meetings Use team folder system and keep it organised Do tasks without having to be reminded Complete tasks on time Use feedback from others to improve work Help team solve problems, manage conflict, remain focused and organised Share ideas that help team improve 16 PROJECT MARS

17 PROJECT MARS Give useful, constructive feedback to help others improve Offer help to others if they need it Listen carefully to teammates Encourage team to be respectful to each other Polite and kind to teammates Recognise team members strengths and encourage team to use them PROJECT MANAGEMENT LOG TEAM TASKS Project: Members of team: Task Who is Responsible? Due Date Status Done Teamwork 3.2. Team meeting Hand out a PROJECT MANAGEMENT LOG: TEAM ROLES & TASKS and the PROJECT TEAM CONTRACT to each team. Ask each team to have their first team meeting to discuss the roles, contract and task list. Assist groups as necessary. Once teams have completed the agreement and group tasks, they must file it in the team folder. Remember: Teams will review and revise their Project Management Logs on a regular basis so this is not written in stone (except for the hard milestones). (If there is a bit of time left before end of class, teams can personalise their team folder). Add to NEED TO KNOW list Instruct each team to add to their Need To Know lists Buck Institute For Education PROJECT TEAM CONTRACT Project: Members of team: OUR AGREEMENT We all promise to listen to each other s ideas with respect. We all promise to do our assigned work to the best of our ability. We all promise to turn in our work on or before due dates. We all promise to ask for help if we need it. We all promise to share responsibility for our success and for our mistakes. We all promise to turn in work that is our own. If someone in our group breaks one or more of our rules, the group has the right to call a meeting and ask the person to follow the rules. If the person still breaks one or more of our rules, we have the right to vote to fire that person. Date: A11 Team member signatures: PROJECT MARS 2009 Buck Institute For Education A12 Project Management Log and Team Contract The Mars Lab PROJECT MARS 17

18 4 Searching for credible sources As the project requires teams to carry out independent research in an area that includes plenty of controversy (eg. alien life), this session helps participants to understand how to identify credible sources. Outcomes At the end of this lesson, participants will have: Evaluated the quality of information sources - validity, credibility, bias (ACSIS172) Discussed what is meant by validity and how to evaluate the validity of information in secondary sources (ACSIS172) Identified search terms and created queries to conduct background research Conducted background internet research and gathered pertinent information to identify problems that can be investigated Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) EFFECTIVE WEB SEARCHES POWERPOINT PRESENTATION Web access for all teams SOURCE CREDIBILITY HANDOUT EFFECTIVE WEB SEARCHES Lesson 4.1. Effective search techniques and evaluating credibility of a source Evaluate source credibility Watch a few minutes of each of these two videos with your class: Discuss the two videos Discuss the class impression of the information they just reviewed and discuss the credibility of these sources. Ask the class why is it important to be critical about the sources you 18 PROJECT MARS

19 use to support a claim or provide information about a topic? Your goal is for the class to see that sources should be reliable, credible, trusted, accurate, unbiased, balanced. Show this short 3 minute video entitled CREDIBLE WEBSITES? and give each team a SOURCE CREDIBILITY HANDOUT. Have teams file this in their team folders. Finding appropriate search terms Ask your class how they would research the answer to a question. They will likely say Google it. Lead them through this demonstration exercise: Let s say you want to know: how fast can a cheetah run? Would this question be good to type into Google for a search request? Let s try it. Go to Google.com. Type in the question above and see what happens. Have your class observe the results and discuss what they see. They may make observations such as: The words are not staying together, or The search results are not relevant. Show the three-minute video entitled HOW SEARCH WORKS Ask your class to revisit the question and ask them what might have gone wrong. They might observe: Our question had a lot of general words, or Our question had unnecessary words. Tell the class that this situation means you need to search for the words on the page you want to find, rather than the words that popped into your mind. Emphasise that they need to search with a query that matches the words in the answer they are looking for, rather than in the question. The Mars Lab PROJECT MARS 19

20 Refer back to the video when search expert Matt Cutts was looking for how fast a cheetah can run, he did not type in: How fast can a cheetah run, but rather he typed in [cheetah running speed]. Note that effective searchers do not type full questions into search tools. Turning a question into a query Explain to your class that to turn a question into a query, or search words, is to: Circle key words (essential to communicating your need) Underline maybe words (you don t know if you need or not) Rephrase words (different/better words or synonyms to express the same idea) Add missing words (missing information) Ignore unnecessary words (small words such as the and a ). Tips to help search the web Identify unique words Do not have too many words Use mostly nouns. Teamwork 4.2. Research Note: This research will inform their research question and hypothesis which they will work on in an upcoming lesson. Have project teams search for credible websites that will assist them in learning more about some of the things on their Need To Know list that they completed a few classes back. They will need to use the research skills that they have just learned. Have them add to their Need To Know list during their research. 20 PROJECT MARS

21 Homework 4.3. Curiosity s ChemCam instrument Instruct everyone in your class to view NASA s Mars Science Lab video CURIOSITY S CHEMCAM INSTRUMENT for next class. Squirrels and humanoids on Mars? Images like these are found all over the internet and, while they are only optical illusions, the fact that they often use genuine NASA imagery can sometimes make them seem authentic. The Mars Lab PROJECT MARS 21

22 5 Formulating the research question and hypothesis After learning the characteristics of a scientific research question and hypothesis, teams formulate their project s research question. Outcomes At the end of this lesson, participants will have: Examined the qualities of a good research question and a hypothesis Collaborated to formulate a research question and hypothesis that can be investigated scientifically based on knowledge, experience and background research (ACSIS164) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) FORMULATING RESEARCH QUESTION AND HYPOTHESIS POWERPOINT PRESENTATION QUALITIES OF GOOD RESEARCH QUESTION HANDOUT QUALITIES OF A GOOD HYPOTHESIS Lesson 5.1. Qualities of a good research question and hypothesis A good research question: addresses the driving question is grounded in a theoretical framework is based on previous research has multiple possible answers and should not be able to be answered from just a web search is not biased in terminology or position is simple and manageable is focussed and clear. Show real examples of good research questions and have the class identify the characteristics in each and compare them to some not so good research questions. 22 PROJECT MARS

23 A good hypothesis... Make sure the hypothesis is a prediction. Make sure the hypothesis can be tested through an investigation. Check the way you worded the hypothesis. A properly worded hypothesis should take the form of an If... then... statement. Show real examples of good hypotheses and have the class identify the characteristics in each. Compare to some not so good hypotheses. A NASA example: The research question and hypothesis should address the driving question by directing research in a specific idea related to the driving question. NASA s Mars Science Laboratory (MSL) mission is designed to determine whether Mars ever had environmental conditions able to support life. To do that, MSL studies rocks, soils, and the local geologic setting to look for chemical building blocks of life on Mars and assess what the Martian environment was like in the past. The following examples show how MSL s research questions and hypotheses address its driving question. These NASA examples are included here for teacher reference only and should not be shown to your class (at least until they have formulated their own research questions and hypotheses. MSL Driving question: Could Mars have supported life? Research question: Hypothesis: Are there forms of carbon in Mars rocks and soil? The element carbon is a fundamental building block of life. Therefore, if carbon is found on the Martian surface, then Mars may have been suitable for living organisms in the past. Research question: Hypothesis: Was there water on Mars or an environment suitable for life? On Earth, all forms of life need water to survive. Therefore, if there was water on Mars, then Mars may have been a suitable environment to support life. The Mars Lab PROJECT MARS 23

24 Suggested activity 5.2. A driving question > Research question > Hypothesis From driving question to research question to hypothesis Present one or more of the following sets of driving questions, research questions and hypotheses to your class. Driving question: Does climate affect the environment? Research question: Does temperature affect leaf colour? Hypothesis: If leaf colour change is related to temperature, then exposing plants to low temperatures will result in changes in leaf colour. Driving question: How can skin cancer be prevented? Research question: Is skin cancer caused by ultraviolet light? Hypothesis: If skin cancer is related to ultraviolet light, then people with high exposure to uv light have a higher frequency of cancer. Driving question: How can you improve how well you do in school? Research question: Can sleep affect how well you do on tests? Hypothesis: If you get at least 6 hours of sleep, you will do better on tests than if you get less sleep. As a class, discuss the validity of the questions and hypotheses and compare them to the check lists for good research questions and hypotheses. Teamwork Develop the research question and hypothesis Instruct each team to build on the research that they conducted in the previous lesson and to draft their research question and an accompanying hypothesis for their project which addresses the driving question. Hand them a copy of the QUALITIES OF RESEARCH QUESTIONS AND HYPOTHESIS check lists. 24 PROJECT MARS

25 Have them consider prompting questions such as: What are we going to do? What do we want to find out? What s been done before that we could build upon? What are we going to investigate with the Mars rover? What do we want to do with the valuable rover time? How can we use the data we collect? Based on our research, what do we think we might find? Assessment 5.3. Team assessment Qualities of a good research question and hypothesis checklists. As a group, teams complete a team assessment for this lesson. Today s focus is: How well did we collaborate? To what extent does our research question incorporate ideas and contributions from all team members? Are we united in our desire to carry out this research? If not, what do we need to do to make sure we are? The Mars Lab PROJECT MARS 25

26 6 Exploring ChemCam A session that provides teams with the opportunity to research and explore the science behind the rover s ChemCam instrument that they will use to carry out their research. Outcomes At the end of this lesson, participants will have: Formulated questions to guide background research on ChemCam and Laser Induced Breakdown Spectroscopy (ACSIS164) Encountered the key idea that the composition of a rock can be determined by analysing the spectrum of colours given off when it is vaporised with a laser Conducted background internet research and gathered pertinent information on Laser Induced Breakdown Spectroscopy (ACSIS164). You will need 50 minutes (you can take more time and split it between 2 lessons) EXPLORING CHEMCHAM USING QFT POWERPOINT PRESENTATION CHEMCAM SPECTRUM IMAGE Library access Web access for videos and research RULES FOR PRODUCING QUESTIONS HANDOUT Class Activity 6.1. Exploring ChemCam using QFT Everyone in your class should have watched NASA s Mars Science Lab video CURIOSITY S CHEMCAM INSTRUMENT for homework. If someone has not, instruct them to do so at the back of the room before returning to their team. Display the QFocus Display the CHEMCAM SPECTRUM from Curiosity s ChemCam Laser Induced Breakdown Spectroscopy instrument. Instruct teams to produce questions Instruct teams to produce as many questions as they can about the sample data displayed (these will also be informed by the ChemCam video they watched). Remind class about the rules Display the RULES FOR PRODUCING QUESTIONS. Remind your class 26 PROJECT MARS

27 to make sure to follow the rules and to number each question they produce. Let groups know how much time they have for producing the questions. QFocus: Sample data from ChemCam s Laser Induced Breakdown Spectroscopy instrument. Image available in the APPENDIX. Monitor class and enforce the rules Monitor groups, facilitate use of the Rules for producing questions by reminding groups to stick to the rules. Do not give examples of questions. Alert the class to how much time is left throughout the process. Identify questions as closed- or open-ended Display the CLOSED- AND OPEN-ENDED QUESTIONS slides in the PowerPoint presentation on the white board as a reminder. Ask teams to review their list of questions and mark closed-ended questions with a C and open-ended questions with and O. Instruct teams to change their questions from one type to another Ask teams to change one or two questions from their list from one type to another. Instruct teams to prioritise their questions Ask teams to prioritise their questions and to choose three priority questions from their list. The Mars Lab PROJECT MARS 27

28 Teamwork 6.2. Research Note: This is probably the key understanding for teams to develop during their research as it sets the stage for the following curriculum content lessons. Instruct teams to research their three priority questions and to add their findings to their project folders. While the content of their research can and will vary, teams are likely to find key information such as: What ChemCam is used for How ChemCam works Diagrams showing the instrument s operation What the data that ChemCam collects can tell us about the composition of rocks on Mars How different elements and compounds emit a unique light wavelength spectrum when zapped by a laser The different spectral ranges covered by ChemCam The phrase Laser Induced Breakdown Spectroscopy (LIBS) Other forms of spectroscopy. You may need to provide teams with another full class period to conduct this research, so be sure to allow for this if necessary. Have teams add their research to team folders. Assessment 6.3. Medals and Missions (teacher formative assessment) While teams are conducting their research, take the time to circulate and provide feedback by giving each team some Medals and Missions on their research question and hypothesis. The Medals and Missions should focus on: how well the research question and hypothesis address the driving question if the research question and hypothesis are based on previous research how simple, manageable, focussed and clear the research question is the wording of the hypothesis as an if... then... statement how well the team worked together to develop their research question and hypothesis (based on the team assessment they completed the class before). 28 PROJECT MARS

29 WHAT ARE MEDALS AND MISSIONS? Medals and Missions are a form of formative assessment. Medals This is information about what a student has done well. Eg: That s a very focussed and clear research question. Grades and marks are measurements not medals. Missions This is information about what the student needs to improve, correct, or work on. It is best when it is forward looking and positive. Eg: Try to reword your hypothesis into an if... then... statement. The medals and missions need to be given in relation to clear goals usually best given in advance. Goals include criteria for the type of work to be produced. The Mars Lab PROJECT MARS 29

30 7 The atom Curriculum content lessons that look at the structure of the atom and how it applies to spectroscopy and the ChemCam instrument. Outcomes Lessons cover the following curriculum content outcomes: All matter is made of atoms which are composed of protons, neutrons and electrons (ACSSU177) Models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157). LESSON 7.1. Structure of the atom Prepare and deliver one or more class lessons on the structure of the atom to cover the following content: Matter is made up atoms Atoms are made up of protons, neutrons and electrons The internal structure of an atom can be visualised using an atomic model (which has evolved throughout history) Atoms can absorb and/or emit light energy at specific energy levels The atomic symbol is used to show the mass number and the atomic number of an atom Atoms can stick together to form clusters of atoms known as molecules Substances made up only one type of atom are referred to as an element Substances made up of molecules with different types of atoms are known as a compound. SUGGESTED ACTIVITY 7.2. Colours in a flame Watch MarsLab TV s video THE ATOMIC MODEL AND SPECTRAL FINGERPRINTS. Then do the following class demonstration: colours in a flame. 30 PROJECT MARS

31 Purpose To observe the different colours emitted by metal ions in a flame. Materials Crucibles with lids Absolute Alcohol denatured ethanol Gas lighter Fine powders (grind in mortar) of the following salts: - copper sulphate - potassium chloride - strontium chloride - sodium chloride Safety equipment Fire blanket Fire extinguisher Safety glasses Heat resistant gloves Disposable gloves Fume Hood Fume Hood The solutions should be mixed in the fume hood Make sure the fume hood is switched on. Setup and Demonstration 1. Put ¼ teaspoon of each salt on its labelled crucible 2. Squeeze about 2 ml of alcohol into each crucible 3. Turn on fume hood 4. Turn down the lights 5. Put on heat resistant glove (only one hand is needed as you need the dexterity of the other hand to place the lid into this hand) 6. Using a gas lighter, carefully ignite the alcohol in the first crucible. 7. After the alcohol level nears the salt, the flame will change colour. 8. Repeat step 7 for the three remaining salts 9. Allow the flames to burn for no longer than a minute 10. Extinguish the flame by placing the lid over the crucible. 11. Switch back on the lights. Safety Considerations Ensure that the alcohol is not spilt on the surface you are working on as it may catch on fire. As you are working with flames make sure nothing that may catch on fire is nearby. Keep hair tied back and remove lanyards and keep sleeves away from the flame. Ensure you have something nearby to extinguish the flame. Avoid contacting the alcohol with your skin or eyes. Wear disposable gloves when handling the alcohol or salts. Keep your head out of the fume hood when conducting the demonstration. The Mars Lab PROJECT MARS 31

32 Cleaning & Disposal Wearing disposable gloves, scrape the salts into the bin and wash the glassware. Do not clean until the glass has completely cooled down. Explanation The experiment that you just conducted is called a flame test. A flame test is a procedure used to detect certain elements in a material. When you lit the copper sulphate you should have noticed a green flame. The green flame denotes the presence of the element copper. The colours produced from other elements can be found in the table below. These element-specific colours are a result of their emission spectrum. The emission spectrum of an element is the colour emitted when an atom s electrons make a transition from a high energy state to a low energy state. Metal Barium Sodium, Cobalt Strontium, Calcium, Lithium Potassium Copper, Manganese Lead, Arsenic, Antinomy Colour yellow orange red purple green blue Suggested resources Videos FuseSchool: Parts of an Atom FuseSchool: Atomic Number and Mass Number decay TedED: Just How Small Is an Atom? TedED: The science of macaroni salad: What s in a molecule? Veritasium: What are atoms and isotopes? Veritasium: Atomic rant 32 PROJECT MARS

33 Websites NASA, GSFC: Atoms and Light Energy How Stuff Works: How Atoms Work (pages 1-4) The Mars Lab PROJECT MARS 33

34 8 Light: the wave model Curriculum content lessons that look at light as a form of electromagnetic radiation defined by specific wavelengths and frequencies. Outcomes Lesson cover the following curriculum content outcomes: Energy transfer through different mediums can be explained using wave and particle models (ACSSU182). LESSON 8.1. Light as a wave Prepare and deliver a one or more class lessons on the structure of the atom to cover the following content: Light is a form of energy called electromagnetic radiation and travels as a wave called an electromagnetic wave An electromagnetic wave has a specific wavelength (distance between two consecutive waves) and frequency (waves/ second) Electromagnetic waves can travel through empty space (vacuum), gases, liquids and some solids When an electromagnetic wave comes in contact with a surface, it may be: transmitted through it, absorbed into it or reflected off it. SUGGESTED ACTIVITY Light through gummy worms Begin the lesson by defining light as an energy. Visible light is part of the electromagnetic spectrum that we receive from the sun and is made up of the colours red, orange, yellow, green, blue, indigo, and violet the colours of the visible spectrum. When white light passes through a prism, each individual 34 PROJECT MARS

35 frequency of light is bent, or refracted a slightly different amount, which shows all of the colours of the visible spectrum. Demonstrate this by using a prism and a source of white light (torch). Shine the white light onto the prism to split the white light so that the colours of the rainbow can be seen against a white surface (wall) on the other side. Explain that light travels in waves. Each type of light has its own specific wavelength and frequency. Wavelength is the distance between identical locations on waves that are next to each other. Frequency is the number of wavelengths that pass a given point each second. Each colour of light has a different wavelength. When light waves come in contact with the surface of an object, it may be: transmitted through it, absorbed into it or reflected off it. Different objects absorb and reflect different wavelengths of light energy, which is what makes them look a certain colour. Low frequency, longer wavelength Divide your class into teams of 4-5 students and have the teams predict what will happen when they shine the white light through coloured gummy Wavelength worms. Then, distribute a white torch and a few High frequency, shorter wavelength gummy worms to each team. Allow 5-10 minutes for the students to explore their predictions. Teams will notice that depending on the Wavelength colour of the gummy worms, the worms will absorb all wavelengths except for the wavelength of the colour of the gummy worm. For example, if the team shines the white light through the red part of the gummy worm, red will shine through the other side and all the other wavelengths will be absorbed by that part of the gummy worm. White light split by glass prism. Source: Wiki commons. Relationship between wavelength and frequency. The Mars Lab PROJECT MARS 35

36 SUGGESTED ACTIVITY Wavelength and frequency activity Objective Students will determine a constant relationship between the wavelength and frequency of colours within visible light. Materials Red, Green and Violet coloured pencils Metre stick Manila folder Scissors Masking tape 140 cm of paper roll (from a cash till or similar) Wavelength and frequency lab data sheet. Procedure Distribute all materials to each team. Have each team follow the following method: 1. Draw a vertical line 20 cm from the beginning of the paper roll and label it Start. 2. Draw a vertical line 100 cm away from the start line and label it End. There should still be 20 cm left over. 3. Draw three evenly spaced lines along the tape from Start to End. The top line should be red and should be drawn 1 cm down from the top. The middle line should be green and should be drawn 3 cm down from the top. The bottom line should be violet and should be drawn 5 cm down from the top. 4. Divide the red line every 14 cm and mark darkly with the red coloured pencil every 14 cm. red green violet every 14 cm every 10 cm every 8 cm START 5. Divide the green line every 10 cm and mark darkly with the green coloured pencil every 10 cm. 36 PROJECT MARS

37 6. Divide the violet line every 8 cm and mark darkly with the violet coloured pencil every 8 cm. 7. Use masking tape to fasten the End side of the paper roll to a pencil or pen and roll the paper up partway. 8. Cut a slit in the cover of the manila folder. Make it just wide enough to allow the paper strip to slide through. 9. Open the manila folder and use a book to weight down the uncut side. The cut side should stand up straight. 10. Feed the Start end of the paper roll through the cuts on the manila folder until Start appears in the middle of the visible section. 11. Trial 1 (Red Line): One person will keep track of time. They will begin timing as they slowly and consistently pull the tape through the folder at a consistent speed. Make sure to note down the time when you are done. One person will hold the pencil steady during the run. One person will be a recorder and keep a tally of the wavelength marks as they become apparent. 12. Trial 2 (Green Line): Use the same setup as in the Trial 1. Be sure to pull the tape at a slow consistent speed. Make sure to record the time and to tally the number of wavelength lines seen. 13. Trial 3 (Violet Line): Use the same setup as in the Trial 1 and 2. Be sure to pull the tape at a slow consistent speed. Make sure to record the time and to tally the number of wavelength lines seen. 14. Make sure everyone in the group has filled in the data on their own data sheets. 15. Determine the average number of wavelengths seen for each of the colours. To find the average, add the three totals and divide by three. 16. Determine the frequency for each of the colours. To find the frequency, divide the average for each colour by the time Suggested resources Videos TedED: Light waves, visible and invisible The Mars Lab PROJECT MARS 37

38 TedED: Is light a particle or a wave? Light and colour: Bill Nye Websites How Stuff Works: How Light Works How Stuff Works: How Lasers Work 38 PROJECT MARS

39 WAVELENGTH AND FREQUENCY ACTIVITY DATA SHEET Red Green Violet Time Trial Run Trial 1 Trial 2 Trial 3 Average Frequency Tally Total Tally Total Tally Total Tally Total (Total 3) (Average Time) Lab Questions: 1. Look at the wavelengths and frequencies of the three waves. What patterns do you notice about the relationships between the three colours? 2. Which colour had the shortest wavelength? 3. Which colour had the longest wavelength? 4. Which colour had the highest frequency? 5. Which colour had the lowest frequency? 6. What is the relationship of the red wavelength to the green wavelength? 7. What is the relationship of the red wavelength to the violet wavelength? 8. What is the relationship of the red frequency to the green frequency? 9. What is the relationship of the red frequency to the violet frequency? 10. If waves are moving at the same speed, what is the relationship between wavelength and frequency? PROJECT MARS 39

40 9 Identifying sites of interest on the Mars Yard After discussing the amount of planning that missions of this nature require, teams will use the Mars Yard Maps application to explore the Mars Yard and select sites of interest for their research. Outcomes At the end of this lesson, participants will have: Considered that missions and investigations such as driving a Mars rover require precise planning Examined the Mars Yard landscape, landforms and features using digital tools Identified and recorded sites of interest on Mars Yard Maps for mission investigation. You will need 50 minutes (you can take more time and split it between 2 lessons) Web access for research and videos MARS YARD MAPS installed and running EMR TELEOPERATION INTERFACE installed Lesson 9.1. Missions require planning and running Access to MARS LAB DIGITAL TOOLS guide. Vandi Tompkins - rover driver Watch the video about Vandi Tompkins, driver of Curiosity. Lead the class to understand that missions of this nature (eg: NASA) require years of experimentation, teamwork and very precise planning and rehearsal. Ask class: Why do you think such careful planning is necessary? There are many things that could go wrong, need to explore the right areas and perform the right tests, we have a limited amount of time on Mars Yard, equipment is very expensive, one wrong 40 PROJECT MARS

41 command could cause the rover to be lost or damaged, conserve energy, don t want to get bogged. Inform teams that they also need to carefully plan their mission and submit a mission plan to the Mars Lab team for approval before they can proceed. Teamwork 9.2. Identifying sites of interest on the Mars (Yard) joe@det.nsw.edu It appears to us that the rocks in this area could be sedimentary. They are flat have layers. If they are, then it probably means water was once here. Guide your teams to the first mission planning step: Instruct teams to use the View Only mode of the EMR- Interface and Mars Yard Maps (MYM) to examine the surface of the Mars Yard and look for interesting features, landforms and areas that might be of interest to their research question. In this lesson, have them locate as many sites of interest as they wish. Allow teams time to become familiar with all the MYM features and to grasp the collaborative mapping nature of the tool. Assign each team a layer on MYM and have them select a unique map pin design for their team (this pin design will be used by this team for the project). Each team will only be able to edit the layer that they have been assigned (using their team login). The teams should add pins to the landforms and areas they think may be of interest on their layer. The class MYM will be accessed and modified repeatedly throughout the project. Accessing MYM: Mars Yard Maps is accessed from the Resources menu of the Mars Lab site. Learn how to use MYM from the MARS LAB DIGITAL TOOLS guide. IMPORTANT: It is important that you DO NOT tell your class what particular rocks or features they are looking at as they explore the Mars Yard. We want them to experience a sense of exploration and investigation similar to a real mission of this nature. The Mars Lab PROJECT MARS 41

42 10 Which sites will you visit during the mission? Teams must now narrow their list of sites of interest down to their top 3 choices and formally justify their selection. Outcomes At the end of this lesson, participants will have: Planned and selected appropriate mission investigation methods to collect reliable data (ACSIS165) Reviewed, revised, re-prioritised and/or identified new relevant questions and research topics for the project (using a Need To Know list). You will need 50 minutes (you can take more time and split it between 2 lessons) JUSTIFY YOUR SITES POWERPOINT PRESENTATION Teamwork Plan mission MARS YARD MAPS installed and running Web access. Select 3 sites and place 3 pins Last class teams identified some areas of interest on the Mars Yard by placing pins on their layer of the Mars Yard Map (MYM). To continue planning, instruct teams to login to the MYM application and narrow their sites of interest down to ONLY three. Teams must think critically about the sites they choose to photograph and test during the mission as these will provide them with the data they need to answer their driving investigative question. Justify each site choice Have teams write a statement about each of the 3 pins they have placed to justify their choice and to support their use of valuable rover mission time. 42 PROJECT MARS

43 Their statements should address questions such as: Why is it worth visiting and testing this site? Based on your research, what do you think you might find? It appears to us that the rocks in this area could be sedimentary. They are flat have layers. If they are, then it probably means water was once here. Teamwork Review/revise Need To Know chart Instruct groups to retrieve their Need To Know list from their team folder and update them with the following: what they now know after the last few classes what they still need to know add any new things that they now realise they need to know, and how they are going to find out. Assessment Team assessment As a group, teams will complete a team assessment for this lesson. Today s focus is: When choosing the 3 sites, did the team incorporate thoughts from all members? Does the whole team agree on the 3 sites chosen and their justification? If not, how can we make sure everyone agrees with the choices? When justifying why certain sites should be chosen, did all team members contribute and listen to others? Assessment Medals and Missions (teacher formative assessment) After the class, examine the pins from the class map to look at each team s 3 sites of interest and justifications for those sites. Write medals and missions for each team to hand out or communicate with them next class. Tool Tip: To examine the map pins placed by each team you can either:»» open the map and click on each one by one, or»» use the Map feature to have all pins and their info sent to you. The Mars Lab PROJECT MARS 43

44 11 How to critique peer work As peer critique will be an important part of the project from this point on, the class takes a moment away from mission planning to learn the benefits and techniques of critiquing each others work. Outcomes At the end of this lesson, participants will have: Considered the benefits of peer critique Practised critiquing peer work using positive, constructive feedback Used feedback from peers to improve their own work. You will need 50 minutes (you can take more time and split it between 2 lessons) CRITIQUING PEER WORK POWERPOINT PRESENTATION CRITIQUE GUIDELINES HANDOUT Access to assigned layers in MARS YARD MAPS. Lesson Guidelines for critiquing peer work The benefits of critiquing peer work Tell your class that they will be critiquing each other s mission plans and providing each other with feedback on how the plans can be improved. Ask the class what might be the benefits of critiquing one anothers plans and giving each other feedback. Solicit answers: Our plans will be better, other teams will give us a fresh perspective of our plans, they might have an idea that we didn t think of, they will help us see things in a different way, etc. Emphasise the features of useful feedback Emphasise that for feedback to be useful it must be kind, helpful and specific. 44 PROJECT MARS

45 11.2. Critique session Instruct teams to pair up with another team. If you have an odd number of teams, group three teams together. In their paired teams, instruct one team to show their three site choices and justification statements, to the other team. Following the critique guidelines, the critiquing team must provide feedback about the quality, validity and worthiness of the choices based on the team s main mission driving question. The feedback may need to be discussed or explained. Teams then switch roles. If time allows, get the teams to do another round of critiquing with a different team. Teamwork Review feedback, revise plans Critique guidelines handout Teams review peer feedback and revise and perhaps change their choices accordingly. As teams review the feedback from their peers, circulate around the room and provide teams with your own Medals and Missions that you wrote up after examining the map pins from the previous lesson. There s a chance that there may be some overlap between your Medals and Missions and the feedback received from their peers, which is fine. Assessment Team assessment The Team Assessment leaders take their team through an assessment based on this lesson. Consider things such as: What did it feel like to have our work critiqued by our classmates? How well did we listen to feedback given to us? To what degree were we open to criticism? Were we always constructive in our feedback? The Mars Lab PROJECT MARS 45

46 12 Collaborative mission plan The class must work together to plan a single mission that as far as possible, meets the plans and investigation requirements of all teams. Outcomes At the end of this lesson, participants will have: Planned and selected appropriate mission investigation methods to collect reliable data, and assess mission constraints and risk using the Mars Yard Maps digital tool (ACSIS165) Learned to drive EMR-Mawson (using Virtual Mars Yard tutorial) Carried out a team assessment. You will need 50 minutes (you can take more time and split it between 2 lessons) Access to ROVER FACT SHEET Access to MARS YARD MAPS Classwork Collaborative planning Access to the VIRTUAL MARS YARD (VMY) In the last lesson, the class critiqued each other s chosen sites for each teams mission and teams revised their plans based on the feedback they received from their peers. In this class activity, all teams will work together as a whole class to come up with ONE mission plan for the whole class that meets the plans and investigation requirements of all teams. Display Mars Yard Maps for the class to see As a whole class, take a look at each team s layer and their areas of interest and reasons for including these in their investigation. Display the class s Mars Yard Map showing all layers at once. Take note of any overlap between team plans and as a whole class, decide on the best mission path to take to achieve every team s goal and complete the mission in the allocated time constraints (eg. 60 minutes). This may require limiting or combining areas of interest and tests/readings performed. 46 PROJECT MARS

47 The Mars Yard Maps application is an excellent tool for investigating the surface of the Mars Yard and for collaborative mission planning Submit mission plan to Mars Lab Once the class is happy with the final collaborative mission plan, the path should be drawn with the path tool in Mars Yard Maps. The mission plan can then be submitted (from the teacher account) to the Mars Lab team Assign mission starting stations for Mission Day Each team will rotate through different control stations and be responsible for a different role at different points of the mission (see Station rotation table and diagram) Ideally, the team at the driving station would be driving the rover to one of their particular sites of interest and taking a reading for their own project. This may not be possible in all cases however, given the number of sites to drive to and the tests that need to be done within the time constraint. Submitting a mission plan: 1. Log in to your Mars Yard Maps teacher account 2. Select the class map 3. Click the SUBMIT MAP button 4. The map will then be checked by the Mars Lab team. 5. You will receive notification once the mission plan has been approved. The Mars Lab PROJECT MARS 47

48 Station rotation The table and diagrams below outline the order of rotation between the stations for the mission: Station Site 1 Site 2 Site 3 Site 4 Site 5 Driving Team 1 Team 2 Team 3 Team 4 Team 5 Cameras Team 5 Team 1 Team 2 Team 3 Team 4 Pan/Tilt Team 4 Team 5 Team 1 Team 2 Team 3 Logging Team 3 Team 4 Team 5 Team 1 Team 2 Media Team 2 Team 3 Team 4 Team 5 Team 1 Team positions for Site 1 Team rotation for Site 2 Teams rotate in an anti-clockwise direction for each leg of the mission, playing a different role for each site (the diagram shows the starting positions for Site 1 and the positions after rotating for Site 2). Note that the # of the team at the Driving Station should always be the same as the number of the Mars surface site being targeted. This ensures that the team that picked a site gets to the be the one driving the rover to that site. The class should work hard to try to achieve this ideal scenario, however it is likely that some teams may be required to drive to another team s sites of interest and perform tests on their behalf. Tell your class to keep in mind that the mission is a class effort and that as a unit all teams must work together and help each other get the data they require for their projects. 48 PROJECT MARS

49 Teamwork VMY tutorial and practise driving Instruct each team to use the Virtual Mars Yard (VMY) and complete the tutorial to learn how to drive the rover. Once teams have completed the tutorial, they must practice completing the leg of the mission that they will be responsible for (the leg of the mission that they will be at the Driving Station for). Note: It is essential that teams are proficient at driving the rover through their assigned leg of the mission as this will increase the chance that they will complete their leg of the mission efficiently and collect the data required. Preparation is key. Accessing VMY: Virtual Mars Yard is accessed from the Resources menu of the Mars Lab site. Learn how to use VMY from the MARS LAB DIGITAL TOOLS guide. Teamwork Review Team Management Log Instruct teams to review the Team Management Log and revise it accordingly. They may need to: check off completed tasks change certain tasks add new tasks split certain tasks into sub-tasks reassign tasks. The Mars Lab PROJECT MARS 49

50 13 The electromagnetic spectrum Curriculum content lessons that look at the electromagnetic spectrum and how it applies to spectroscopy and the ChemCam instrument. Outcomes Lessons cover the following curriculum content outcomes: Energy transfer through different mediums can be explained using wave and particle models (ACSSU182) Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158) Advances in science and emerging sciences and technologies can significantly affect people s lives including generating new career opportunities (ACSHE161). LESSON The EM spectrum Prepare and deliver one or more class lessons on the electromagnetic spectrum to cover the following content: The electromagnetic spectrum is the entire range of frequencies of electromagnetic radiation that are possible The electromagnetic spectrum includes gamma rays, x-rays, ultraviolet rays, visible light, infrared rays, microwaves, and radio waves Different wavelengths have different uses (medicine, communication, remote sensing, energy production) The visible part of the spectrum is the part we can see with our eyes as a range of colours; when all the colours shine at once they produce white light Objects reflect and absorb electromagnetic waves differently; an object that reflects red light from the visible spectrum and absorbs the rest will appear to our eyes as red an object that reflects all light from the visible spectrum and does not absorb any will appear as white an object that absorbs all light from the visible spectrum and does not absorb any will appear as black. 50 PROJECT MARS

51 SUGGESTED ACTIVITY Visible light spectrum Objective To investigate the basic properties of the visible light spectrum using emission tubes and spectroscopes. Introduction Light can be used to find the physical conditions, compositions and processes in objects. There are three parts of a spectrum: continuum emission (or blackbody radiation), emission lines, and absorption lines. Every atom of a certain element will have the same pattern of lines all the time. The spacing between the lines is the same in both absorption lines and in emission lines. These lines can be observed using a spectroscope. You will be using spectroscopes to look at various excited elements. The spectroscopes have a wavelength scale inside: 400 through 700, which represents a scale of 400 through 700 nanometres (nm). Materials spectroscopes* emission tube lamp emission tubes (Argon, Helium, Hydrogen, Mercury, Neon and a mystery lamp) fluorescent light source Incandescent light source Halogen light source Visible Light Spectrum Data Sheet (will be in appendices) * If your school does NOT have spectroscopes, you can get your class to make their own spectroscopes. They are easy to make and work relatively well. You can find out how to make a spectroscope on various websites and videos (see suggested resources). Procedure 1. Have the class examine the light sources listed on the data table (Argon, Helium, Hydrogen, Mercury, Neon). Instruct your class to: a) Write down what type of spectrum you see (continuous, emission, absorption). b) Draw a rough copy of the spectrum you see onto your data table. Show sharp and fuzzy lines, bright and faint lines. The Mars Lab PROJECT MARS 51

52 The emission and absorption spectra of hydrogen. These observed spectral lines (or dark bands) are due to electrons making a transition between two energy levels in the atom. 52 PROJECT MARS

53 c) Colour in the spectrum in the appropriate places. 2. Have the class examine the mystery gas and draw. Again, instruct students to write down what type of spectrum they see, draw and colour the spectrum. Then, have your class compare the spectrum of the gas with those on your data table. What is the mystery gas? 3. Have your class observe the overhead lights and get everyone to draw the spectrum they see onto their data table. Then have students identify one of the gases found in the overhead lights by comparing the spectrum to the above gases. 4. Have your class observe incandescent light and get everyone to draw the spectrum they see onto their data table. While observing an incandescent lamp, separately take each of the coloured filters and move them in front of the spectroscope. Describe what you see for each of the filters. What happened to the spectra? 5. Have your class observe halogen light and get everyone to draw the spectrum they see onto their data table. Of the examples they looked at today, what spectrum does halogen most closely resemble? Suggested resources Videos ScienceAtNASA, Tour of EMS 01: Introduction (to the electromagnetic spectrum) ScienceAtNASA, Tour of EMS 05: Visible Light Waves **For the entire ScienceAtNASA, Tour of EMS TedED: What is colour? Minute Physics: There is no pink light University of Oxford, Department of Physics: Make your own CD spectrometer MarsLabTV: The Square Kilometre Array MarsLabTV: Radio Astronomy The Mars Lab PROJECT MARS 53

54 Websites NASA: Tour of the Electromagnetic Spectrum How Stuff Works: How Atoms Work (page 8-10) LiveScience: Make your own spectroscope Square Kilometre Array How Stuff Works: How Laser Analysis Works This graph of LIBS data from Curiosity shows peaks representing spectral emissions for the elements contained in a target rock sample that was named Coronation. 54 PROJECT MARS

55 Visible Light Spectrum Activity Data Sheet Light Source Spectrum Type Colours Observed (Wavelength in nanometres) Argon Helium Hydrogen Mercury Neon Mystery Lamp Fluorescent (Overhead lights) Incandescent Halogen Questions: 1. What is the mystery gas? 2. What gases can be observed in the fluorescent light? 3. Describe what you see happening with the following filters: Red filter: Blue filter: Green filter: 4. Which source has a spectrum most similar to the spectrum of a halogen lamp? PROJECT MARS 55

56 14 Graphical data analysis with Excel In preparation for analysing their own mission data, teams work with a sample csv file to learn how to produce a spectral plot that can be compared to the LIBS instrument spectral library. Outcomes At the end of this lesson, participants will have: Learned to use spreadsheets to present data in tables and graphical forms Designed and constructed appropriate graphs to represent spectroscopy data Practised driving the rover and completing the mission plan (using Virtual Mars Yard) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) GRAPHING LIBS DATA WITH EXCEL POWERPOINT PRESENTATION Student access to PCs running Excel (or similar spreadsheet) Access to web LIBS DATA SAMPLE CSV FILE 1 LIBS DATA SAMPLE CSV FILE 1 Access to the VIRTUAL MARS YARD (VMY) Lesson Graphing LIBS data with Excel Display, or provide access to, the GRAPHING LIBS DATA WITH EXCEL POWERPOINT PRESENTATION that shows step-by-step how to create a graph from the LIBS data in the format it will be provided after the mission. Instruct everyone in your class to start Excel on their device and then open the LIBS-Data-Sample1 file. This file (and all data files you will receive from your rover mission) are in Comma Separated Values format (or.csv). Data in this format can be opened by most spreadsheet and word processing documents. Excel will automatically display the data in columns and rows ready for processing. Have everyone follow along to complete the steps with you as you run through them on the PowerPoint presentation. Note: There are two LIBS-Data-Sample Excel documents (sample1, sample2). Instruct your class to open Sample 1 to do as a demonstration and allow them to do Sample 2 by themselves. Note: once you have made a graph or added other formatting 56 PROJECT MARS

57 to a CSV document, be sure to save it in Excel format to keep all the changes you have made. Practise Activity Graphing LIBS data Now have everyone repeat the process with the second data sample file. Teamwork Practise rover driving An example of how the LIBS data should look once plotted. Instruct each team to use the Virtual Mars Yard to practice completing the leg of the mission that they will be responsible for driving the rover (ie. the leg of the mission that they will be at the Driving Station ). Assessment Team assessment Teams complete a team assessment for this lesson with the following focus: How well did we drive our leg of the mission as a team? Were we always inclusive of all team members during the drive? Do we need more practice driving the rover? If so, when will we organise additional practice time? Homework VMY practise Teams can continue to practise using the VMY from home. The Mars Lab PROJECT MARS 57

58 15 Mission Day Today the class gets to put all their planning and preparation into action with an exciting and sometimes nail biting 60 minute rover mission. Outcomes At the end of this lesson, participants will have: Collaboratively carried out a scientific investigation based on a predetermined plan (ACSIS165) Recorded observations during the investigation eg. comments, ideas, challenges that came up during the mission (ACSIS166) Collected data using appropriate and reliable investigation methods and scientific equipment eg. collect spectroscopy readings and photographs of sites of interest using the Mawson Rover (ACSIS166) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need ; ; minutes Class set of computers or tablets with internet access and UNITY WEB PLAYER installed (at least 1 laptop per 2 students) One computer with internet access connected to a projector Video conferencing unit. Preparation Setup Mission Control Room BEFORE THE LESSON BEGINS: Arrange the mission control room in 5 stations as shown in the MISSION CONTROL ROOM SET UP diagram. Make sure that the computer at the Camera control station is connected to the projector so that everyone in the class can see what is on that screen. Also ensure that team members at the Driving control, Camera control and Pan/Tilt control stations can easily communicate with each other as these three stations will be working closely together. Turn on the video conferencing unit and dial in to the Mars Lab team on: IP PROJECT MARS

59 Mission Control Room set up H.323 Standards based video conference unit Projector screen (showing signal from Camera control station computer) BEFORE THE LESSON BEGINS set up your video conference unit, computers and desks as illustrated. Camera station Computer running the teleoperation interface with View Only layout selected. Mars Yard Maps app will be used for individual team planning and class display. Computer running teleoperation interface with Pan/Tilt Control layout enabled. Pan/Tilt station Driving station Computer running teleoperation interface with Driving Controls only layout enabled. It appears to us that the rocks in this area could be sedimentary. They are flat have layers. If they are, then it probably means water was once here. Logging station Media station Computer running Mars Yard Maps Computer running Word, digital camera. The Mars Lab PROJECT MARS 59

60 Class Activity The Mission Team work, trust and communication will be important skills throughout the mission. For each leg of the mission, each team will rotate to a different mission control station to perform one of the following 5 roles. The EMR-Mawson teleoperation interface works similarly to the Virtual Mars Yard interface but includes a number of additional features to improve control of the rover and the classroom experience. The Mars Lab team will help you connect to the rover as part of the introduction to the mission. A password or special access may be provided to you on the day by the Mars Lab team. Driving Team: The team at the Driving Station are responsible for driving the rover carefully turning it, crabbing it, moving it forwards and backwards to reach their chosen site. They are the commanders at that time and will be giving commands to and requesting information from, the Pan/Tilt and Cameras teams. Once they have driven the rover to that site, the Driving Station team are also responsible for capturing the image of that site (by clicking the capture button). Pan/Tilt Team: The team at the Pan/Tilt Station are responsible for the pan and tilt controls and will take commands from and work closely with the driving team to control the pan/tilt camera. They will move the camera from side to side and up and down to assist the driving team in viewing the environment around them. Cameras Team: The team at the Cameras Station are the eyes for this leg of the mission. They are responsible for switching between the various cameras around the Mars Yard and will take commands and work closely with the driving team to assist them in driving the rover and viewing the environment around the rover. Example tweet-like post from a Media team. Driving a Mars isn t as easy as playing a video game. Logging Team: The Logging Station team will have the Mars Yard Maps available on their computer. The Logging team has the important role of logging and recording the movements and actions of the rover on the MYM. They will use the pin comments tool in the MYM to record comments and observations about that leg of the mission where applicable. Media Team: The team at the Media Station will have a digital camera and a MS-Word document open on their computer. The Media team is responsible for reporting on the mission in the form of tweetlike posts. However, instead of posting these tweets on Twitter, students will record the tweet-like posts of 140 characters in a Word document. They will take and share photos of the class during the mission and write about successes, challenges, special moments, or anything they wish to document about the mission and the team. At the end of the mission, this document will be shared with the 60 PROJECT MARS

61 NBN Mars Lab team via at The Mars Lab team will choose the best tweets and publish them on the NBN Mars Lab Twitter page and blog. station rotation The table and diagrams below outline the order of rotation between the stations for the mission: Station Site 1 Site 2 Site 3 Site 4 Site 5 Driving Team 1 Team 2 Team 3 Team 4 Team 5 Cameras Team 5 Team 1 Team 2 Team 3 Team 4 Pan/Tilt Team 4 Team 5 Team 1 Team 2 Team 3 Logging Team 3 Team 4 Team 5 Team 1 Team 2 Media Team 2 Team 3 Team 4 Team 5 Team 1 Team positions for Site 1 Team rotation for Site 2 Teams rotate in an anti-clockwise direction for each leg of the mission, playing a different role for each site (the diagram shows the starting positions for Site 1 and the positions after rotating for Site 2). Note that the # of the team at the Driving Station should always be the same as the number of the Mars surface site being targeted. This ensures that the team that picked a site gets to the be the one driving the rover to that site. Assessment Post mission class reflection Have the whole class reflect upon and assess the mission. Discussion should focus on: the overall experience things that worked well or as planned things that could have been done differently degree to which the class worked as a whole team challenges unexpected things that happened. The Mars Lab PROJECT MARS 61

62 16 The analysis begins Following the mission, the teams receive their image and instrument data via their Mars Yard Map and begin their analysis. Outcomes At the end of this lesson, participants will be have: Used spreadsheets to construct appropriate graphs to represent data (ACSIS169) Described sample graph properties (such as large gaps and peaks visible on a graph) (ACSIS169) Analysed patterns and trends in data to predict possible explanations (ACSIS169) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) THE-ANALYSIS-BEGINS POWERPOINT PRESENTATION GRAPHING LIBS DATA WITH EXCEL POWERPOINT PRESENTATION Retrieve the mission data Student access to PCs running Excel (or similar spreadsheet) Access to the MARS LAB LIBS SPECTRAL LIBRARY. Following the mission your class Mars Yard Map will be populated with special read only data pins. There will be a pin at each location, called a target, that an image was captured and/or an instrument reading was taken. Each team will want the data collected at their specific target sites of interest to complete their project. So, have them open the class Mars Yard Map and locate the data pins at their target sites. Teams simply click on the data pin to open an information box that includes a link to the specific data file for this location. Images are provided as JPEGs and instrument data as.csv files for use in tables or spreadsheets. Be sure to let your class know that, while the Mars Yard is only a recreation of the Martian surface, the data they get back from Mars Lab mission is composed from actual rock and soil target data collected by the Curiosity Rover on Mars. 62 PROJECT MARS

63 3.E+12 3.E+12 2.E+12 2.E+12 1.E+12 5.E+11 0.E+00 1.E+13 9.E+12 8.E+12 7.E+12 6.E+12 5.E+12 4.E+12 3.E+12 2.E+12 1.E+12 0.E+00 BASALT Basalt Plot scaled to maximum intensity Basalt Plot standardised for comparison across library 0.E+00 1.E+12 2.E+12 3.E+12 4.E+12 5.E+12 6.E+12 7.E+12 8.E+12 9.E+12 Major trace element compositions (wt.% oxide) 1.E+13 0.E+00 1.E+11 2.E+11 3.E+11 4.E+11 5.E+11 SiO 2 TiO 2 Al 2 O 3 Fe 2 O 3 T MgO CaO Na 2 O K 2 O E+00 1.E+12 2.E+12 3.E+12 4.E+12 5.E+12 6.E+11 6.E+12 7.E+11 8.E+11 7.E+12 8.E+12 9.E+12 1.E+13 0.E+00 1.E+12 2.E+12 Wavelength (nm) 3.E+12 4.E+12 5.E+12 6.E+12 Wavelength (nm) Rhyolite/Obsidian 7.E+12 8.E+12 9.E+12 Teamwork Examine, graph and analyse the data Instruct teams to graph and analyse their data by following the steps they learnt previously. Allow teams to refer back to the GRAPHING LIBS DATA WITH EXCEL Powerpoint presentation if required and give them access to THE ANALYSIS BEGINS presentation. Once they have successfully plotted their spectral data, teams can look for patterns in the graphs and start to consider what this evidence may mean for their investigative question. Teams should analyse their charts in the following 4 ways: Intensity Intensity RHYOLITE/OBSIDIAN Visually compare their charted data to the Mars Lab LIBS Spectral Library The Mars Lab LIBS Spectral Library includes plots of data taken from the actual LIBS instrument on the Curiosity Rover. Before going into space, the LIBS instrument was fired at a variety of samples of Earth rocks and minerals of known composition to build up a library of spectral data that can be used to compare to the data being captured on Mars. Mission teams can use the ML Spectral Library in the same way. Note that each page of the Spectral Library includes two charted versions of the data. In the top chart, the intensity value (Y axis) is automatically scaled by the spreadsheet and is good for highlighting the detail in the spectral peaks. The bottom chart is manually scaled to a maximum Y value of 1.0x While this flattens many of the charts it can make comparison across the library a little easier. Teams will likely want to produce a version of their chart to match the X and Y values of this bottom chart so they can easily compare their data with the charts in the library. Intensity Intensity Rhyolite/Obsidian Plot standardised for comparison across library Major trace element compositions (wt.% oxide) SiO 2 TiO 2 Al 2 O 3 Fe 2 O 3 T MgO CaO Na 2 O K 2 O Plot scaled to maximum intensity Wavelength (nm) Plot standardised for comparison across library Major trace element compositions (wt.% oxide) SiO 2 TiO 2 Al 2 O 3 Fe 2 O 3 T MgO CaO Na 2 O K 2 O Intensity Intensity Wavelength (nm) OLIVINE Plot scaled to maximum intensity Wavelength (nm) Olivine Wavelength (nm) The MARS LAB LIBS SPECTRAL LIBRARY can be downloaded from the Project Mars resource pages. Olivine Compare their target s major trace element composition The CSV file for the LIBS data includes two main groups of numbers based on real Curiosity data:»» a very long table (approximately 6000 rows) of the spectral wavelength vs intensity numbers»» a small table that includes the element composition for 8 trace elements (such as SiO 2 and MgO). These values are based on complex calculations made from the spectral data and can be used as another way for teams Major trace element compositions (wt.% oxide) SiO 2 TiO 2 Al 2 O 3 Fe 2 O 3 T MgO CaO Na 2 O K 2 O The Mars Lab PROJECT MARS 63

64 R.C. Wiens et al. / Spectrochimica Acta Part B xxx (2013) xxx xxx to compare their data with the Spectral Library. Knowing the composition of these oxides for their target samples will also give teams further information they can use to get more clues to the rock type and its geological history. This information can also be used to locate the rock type on the Total Alkali-Silica plot included at the back of the Spectral Library. Total alkali-silica plot of the igeneous standard samples used in the library. By taking the SiO2 and the total of Na20+K20 shown in the table at the base of each sample s page (and included in LIBS mission data), the type of rock can be named. From: RC Wiens et al, Spectrochimica Acta Part B If they believe they have targeted an igneous rock or perhaps a sedimentary rock containing igneous material, teams can take the SiO 2 value and the total of the Na 2 O and K 2 O values received in their LIBS data CSV file, and try to locate their rock type on the Total alkali-silica plot (included at the back of the Spectral Library). Identify some of the elements from the spectral peaks at specific wavelengths As the class will have learned in earlier curriculum lessons on the atom, light and the EM spectrum, the peaks in the plots they have made can be used to identify different elements that exist within (or perhaps on the surface) of their target sample. Because each element produces peaks at very specific wavelengths, it is possible to identify the presence of different elements by looking at the peaks. The back pages of the Spectral Library include various versions of charts that highlight some of the so called strong lines for common elements. Teams should endeavour to try to identify as many elements as they can using the information provided and also from their own research. Useful site: This site allows users to select an element from a list or periodic table and then click on a button that presents a list of all known wavelengths at which this element produces peaks. Using charts such as this one included in the Spectral Library, teams can apply their knowledge of atomic structure and spectroscopy to help them understand how this information can be used to identify the elemental composition of their target sample. Intensity 2.E+13 1.E+13 1.E+13 1.E+13 Fe ROCK SAMPLE showing some component elements Si Ca Ca Ca CORONATION FOR SAMPLE Mg Al Na NaTi Ti Al Ti Al Na K O Na O 8.E+12 6.E+12 4.E+12 2.E+12 0.E Plot scaled to maximum intensity Wavelength (nm) 64 PROJECT MARS

65 Critically examine the images captured While the compositional information provided by the LIBS analysis is extremely useful in determining the geology of the target and its environment it is important to examine it in conjunction with photographs of the target to get a fuller picture of what the data is suggesting. For instance, a rock sample may return a reading that appears to indicate that it is igneous, say basalt. However examination of the photograph of the target shows that the rock is flat and stratified - more like sedimentary. Therefore it is possible that the LIBS data has picked up basaltic material that is now incorporated in sedimentary rock. Such information will likely influence the kinds of conclusion that teams reach from their evidence. Assessment Team assessment Teams complete a team assessment for the lesson with the following focus: how well did we divide the tasks to graph and analyse the data? did all team members work effectively to complete the graphing and data analysis? did all team members work together and help each other with the work? Teacher Formative Assessment Medals and Missions While teams are analysing their data, take the time to circulate and provide feedback by giving each team some Medals and Missions on their graphs. For this lesson Medals and Missions should focus upon: the graphic elements: chart format, x and y axis values, labels and titles. The Mars Lab PROJECT MARS 65

66 17 The elements of an excellent report Before commencing to write up their reports, the class takes a detailed look at the form and components of an excellent scientific report. Outcomes At the end of this lesson, participants will have: Learnt how to present results and ideas in a formal experimental report, and complete a report outline (ACSIS174) Used knowledge of scientific concepts to suggest possible explanations of the data presented and drawn conclusions that are consistent with evidence (ACSIS170) Used secondary sources as well as own findings to help explain findings and conclusions (ACSIS174) Compared conclusions with hypothesis and reviewed scientific understanding where appropriate (ACSIS170) Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) STRUCTURE OF A SCIENTIFIC REPORT POWERPOINT PRESENTATION Student access to PCs Hard and soft copy of the ACARA EXCELLENT REPORT SAMPLE SCIENTIFIC REPORT STRUCTURE HANDOUTS INVESTIGATION REPORT RUBRIC Lesson The features of an excellent report Display the example of an EXCELLENT REPORT SAMPLE FROM ACARA on the whiteboard or class computers. As a whole class, analyse the report and discuss what is good about it. Clear, concise writing, well organised, results are presented using tables and graphs, the results are well explained using scientific language, uses secondary sources to support the findings, etc Discuss the structure of a scientific report Discuss the structure of the report and the various sections the report An example of an excellent report from the ACARA is available in the Appendix. 66 PROJECT MARS

67 Suggestion is broken into. Then, display and distribute (one to each team) a blank copy of the SCIENTIFIC REPORT STRUCTURE HANDOUT. Now display the SCIENTIFIC REPORT STRUCTURE COMPLETED SAMPLE to illustrate the sections using a real example. SCIENTIFIC REPORT STRUCTURE SCIENTIFIC REPORT STRUCTURE (COMPLETED SAMPLE) Title (COMPLETED SAMPLE) RATES OF REACTION Method (cont) Driving Question Print a hard copy of the ACARA sample report and display it in your classroom to make it accessible to teams at any time. 4. Repeat using a reduced concentration of acid by mixing with a) 20 ml water b) 60 ml water. What affects rate of reaction? Results Research Question Does changing the concentration of reactants affect the rate of reaction? Background Information The reactants used in this investigation are: NaHCO3 + CH3COOH (sodium bicarbonate + acetic acid). The products will be CH3COONa + H2O + CO2 (sodiem acetate + water + carbon dioxide) Table 1 - concentration of reactants Table 2 - volume of CO2 produced at different concentrations Graph 1 - volume of CO2 produced at different concentrations of acid INTRODUCTION Qualitative results (observations). NaHCO3 + CH3COOH CH3COONa + H2O + CO2 (sodium bicarbonate + acetic acid sodium acetate + water + carbon dioxide) Discussion Factors that influence rate of reaction include: temperature, concentration, surface area and the presence of a catalyst Each test was repeated three times for reliability and the average of all 3 tests was caluclated. Effects of factors on reaction rate can be explained by collision theory: a chemical reaction takes place when particles of the reactants collide with each other with sufficient energy. Hypothesis Method The reaction with the most concentrated acid had the fastest reaction and produced the most CO2. This observation is supported by the collision theory. All other factors affecting rate of reaction were controlled. Human errors in measurement and timing were made. Some of these errors could have been removed by using technology. If we decrease the concentration of acetic acid, then the rate of reaction will decrease. 1. Mix the sodium carbonate with the acetic acid in a conical flask and collect the volume of gas (CO2) inside an inverted measuring cylinder Conclusion Changing the concentration of acetic acid affects the rate of reaction with sodium bicarbonate. The higher the concentration, the faster the rate of reaction. References AUS-e-TUTE, n.d., Chemistry Tutorial : Reaction Rates, viewed June Time the reaction from the time the reactants are mixed together and record volume of CO2 every 2 seconds for 2 minutes David N Blauch, 2012, Chemical Kinetics : Reaction rates, viewed 4 June 2012 Jim Clark, 2011, Understanding Chemistry, viewed 4 June Repeat twice for reliability PROJECT MARS A28 PROJECT MARS Look at the function of each part of the report Go through the function of each part with the class. As you do this, instruct the teams to quickly jot down notes and fill in parts of their REPORT STRUCTURE HANDOUT. They will complete this as a team later in the lesson. A29 Completed example of the Report structure handout based on the ACARA example. Teams will complete their own report structure chart as the first report writing step. SCIENTIFIC REPORT STRUCTURE Title FUNCTION OF EACH PART OF A REPORT Driving Question SCIENTIFIC Clearly gives the topic of your report Introduction Gives the context and purpose of your research: Results INTRODUCTION Title REPORT STR UCTURE Method (cont) Research Question Background Information Discussion The Mars Lab outlines the report s focus and scope the DRIVING QUESTION presents the research question presents the background information presents the hypothesis Hypothesis Method Conclusion References PROJECT MARS A26 PROJECT MARS A27 PROJECT MARS 67

68 cont... Method explains the ways you chose to conduct your research provides a rationale for your choices. Result Graphs Charts Tables Lists other information considered interesting Discussion evaluates the results, analysis and limitations interprets and explains the significance of what you found addresses how your findings answer the research question Conclusion summarises your findings, analysis and interpretations explain how findings address the bigger DRIVING QUESTION presents any further questions that arose from your research References Provides the origin of all the references you have cited in the text (in alphabetical order by author). Provide the investigation report rubric Provide each team with the INVESTIGATION REPORT RUBRIC that you will use to assess their report. Have them focus on the At standard column to help them familiarise themselves with the expected achievement standards. Instruct teams to keep this rubric in their team folder. PROJECT MARS Questioning and Predicting Gathering and Evaluating Information Planning and conducting INVESTIGATION REPORT RUBRIC Below Standard Approaching Standard At Standard sees only superficial aspects of, or one point of view on, the Driving Question experiences a high level of difficulty in formulating questions and hypotheses is unable to gather and integrate information to address the Driving Question; gathers too little, too much, or irrelevant information, or from too few sources accepts information at face value (does not evaluate its quality) is unable to design and use investigation methods; methods are unreliable and irrelevant cannot give valid reasons or supporting evidence to defend choices made about how the investigation was designed and conducted identifies some central aspects of the Driving Question, but may not see complexities or consider various points of view formulates questions and hypothesis with limited creativity and requires assistance to make them scientific or address the driving question attempts to gather and integrate information to address the Driving Question, but it may be too little, too much, or gathered from too few sources; some of it may not be relevant understands that the quality of information should be considered, but does not do so thoroughly Investigation methods designed and used demonstrate limited creativity and are not entirely relevant and/or reliable explains choices made about how the investigation was designed and conducted, but some reasons are not valid or lack supporting evidence shows understanding of central aspects of the Driving Question by identifying in detail what needs to be known to answer it and considering various possible points of view on it formulates creative questions and hypotheses that can be investigated scientifically and address the driving question gathers and integrates relevant and sufficient information from multiple and varied sources thoroughly assesses the quality of information (considers usefulness, accuracy and credibility; distinguishes fact vs. opinion; recognizes bias) creatively designs and uses appropriate and relevant investigation methods to collect reliable data justifies choices made about how the investigation was designed and conducted, by giving valid reasons with supporting evidence Above Standard The Investigation Report Rubric is used by you to assess the team report. A copy is available in the Appendix for distribution to all teams. Processing and analysing data and information Evaluating Organisation of ideas Communication designs and constructs incomplete graphs and is unable to analyse patterns and trends draws conclusions that are inconsistent with scientific concepts and evidence accepts arguments for possible answers to the Driving Question without questioning whether reasoning is valid presents results and ideas but does not present them using formal experimental report is unable to construct evidence-based arguments to communicate scientific ideas and information does not use scientific language, conventions and representations attempts to design and construct graphs, but graphs may be missing certain elements; analyses patterns and trends, but does not do so carefully draws conclusions that are somewhat consistent with evidence and does not effectively use knowledge of scientific concepts recognizes the need for valid reasoning and strong evidence, but does not evaluate it carefully or creatively when developing answers to the Driving Question presents results and ideas using formal experimental report, but some sections are missing certain elements and are not thoroughly presented attempts to communicate scientific ideas and information but some ideas are not valid or lack supporting evidence uses scientific language, conventions and representations inconsistently and in a limited capacity designs and constructs appropriate graphs to represent data and analyses patterns and trends, including describing relationships and identifying inconsistencies uses knowledge of scientific concepts to draw conclusions that are consistent with evidence creatively evaluates arguments for possible answers to the Driving Question by assessing whether reasoning is valid and evidence is relevant and sufficient effectively presents results and ideas using formal experimental report; each section of the report is thoroughly presented effectively communicates scientific ideas and information and constructs evidence-based arguments uses appropriate scientific language, conventions and representations 68 PROJECT MARS

69 Teamwork Complete report outline Instruct teams to complete the STRUCTURE OF A SCIENTIFIC REPORT to organise their information and provide them with an outline of their report. Teacher Formative Assessment Medals and Missions As teams work on their report outlines, circulate and provide teams with Medals and Missions. Focus your feedback upon: how well does the content in each part of the report address it s function? For example: how well does the content in the methods section explain and provide rationale on the way the team chose to conduct their research? Teamwork Review Project Management Log Instruct teams to review their Project Management Log and revise it accordingly. They may need to: check off completed tasks change certain tasks add new tasks split certain tasks into sub-tasks reassign tasks. Teamwork Draft results and discussion sections of the report Teams should now focus on drafting the results and discussion sections of their report. These two sections will be critiqued by their peers in the next class. Other sections of the report will be done later. The Mars Lab PROJECT MARS 69

70 18 Write up results and discussion Teams begin to prepare the report with a write up of the results and discussion. This lesson also starts the habit of drafting, critiquing and modifying a process teams will follow repeatedly to produce their final report. Outcomes At the end of this lesson, participants will have: Critiqued peer work using positive, constructive feedback: evaluated conclusions, including identifying sources of uncertainty (eg. gaps or weaknesses in conclusions) and possible alternative explanations consistent with evidence, and described specific ways to improve the work (ACSIS171) Used feedback from peers to improve their own work; identified gaps or weaknesses in their own conclusions Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) Critique session Critique of results and discussion Teams should have completed a draft of their results and discussion in the previous lesson. Instruct teams to pair up with another team. If you have an odd number of teams, group three teams together. Instruct paired teams to read each other s draft results and discussion sections. Teams should read and examine the work carefully and provide feedback (using the critique guidelines). Once both teams have read and discussed what feedback they will give to the other team, the teams can meet and provide each other with feedback. The feedback may need to be discussed or explained. If time allows, get the teams to do another round of critiquing with a different team. 70 PROJECT MARS

71 Teamwork Review and revise results and discussion and begin write up other sections Teams review peer feedback and revise their work accordingly. As they revise the results and discussion sections of the report, work can begin on the other sections of the report (much of which has already been prepared in other lessons). Compile and add all sections, including a method. Team will have sufficient class time to complete first draft of their report in the next lesson. Note: You may want to allow another full class period of work time for teams to complete this task. Project Log Review project management log Instruct teams to review their PROJECT MANAGEMENT LOG and revise it accordingly. They may need to: check off completed tasks change certain tasks add new tasks split certain tasks into sub-tasks reassign tasks. The Mars Lab PROJECT MARS 71

72 19 Refining the first draft of your scientific report Teams attempt to complete a full draft of the whole report. Outcomes At the end of this lesson, participants will have: Critiqued peer work using positive, constructive feedback: evaluated conclusions, including identifying sources of uncertainty (eg. gaps or weaknesses in conclusions) and possible alternative explanations consistent with evidence, and described specific ways to improve the work (ACSIS171) Used feedback from peers to improve their own work; identify gaps or weaknesses in their own conclusions Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues. You will need 50 minutes (you can take more time and split it between 2 lessons) CRITIQUING PEER WORK POWERPOINT PRESENTATION Teamwork First draft of full report Building on the feedback they received in the previous lesson, teams take the first half of this lesson to complete a first draft of the full report. Critique session Critique of draft 1 Instruct teams to pair up with another team. If you have an odd number of teams, group three teams together. Instruct paired teams to read each other s first draft of the full report. Teams should read and examine the work carefully and provide feedback (using the critique guidelines). Once both teams have read and discussed what feedback they will give to the other team, the teams can meet and provide each 72 PROJECT MARS

73 other with feedback. The feedback may need to be discussed or explained. If time allows, get the teams to do another round of critiquing with a different team. Teamwork Review feedback, revise work and work on draft 2 Teams review peer feedback and revise their work accordingly as they begin working on draft 2. Teacher Formative Assessment Medals and Missions While teams are working on their second draft, take the time to circulate and provide feedback by giving each team some Medals and Missions on their draft. For this lesson Medals and Missions should focus upon: how well they use relevant and sufficient evidence to draw conclusions how effectively their conclusions answer their research question and the project s driving question. Assessment Team assessment Teams complete a team assessment for the lesson. Today s focus is: did all team members work effectively on their individual assigned tasks (as per Project Management Log)? did all team members contribute to the review and revision of the first draft? how well did we listen to feedback from our peers? Were we open to criticism? did we provide constructive feedback to our peers? The Mars Lab PROJECT MARS 73

74 21 Presentation skills In preparation for their upcoming report presentations, the class examines the elements of what makes a good presentation and the rubric used to assess it. Outcomes At the end of this lesson, participants will have: Observed high quality presentations and discuss important criteria for effective presentations Critiqued peer work using positive, constructive feedback Used feedback from peers to improve their own work Organised results and ideas and developed presentation content appropriate to audience Created media/visual aids to enhance the content delivery during presentation Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues using team assessment. You will need 50 minutes (you can take more time and split it between 2 lessons) PREPARING YOUR PRESENTATION POWERPOINT PRESENTATION PREPARING YOUR PRESENTATION HANDOUT PRESENTATION RUBRIC Access to web for videos Class Activity What makes a good presentation? Remind teams that they will be presenting their research tot the Mar Lab advisory. Each team will get no more than 10 minutes to present their findings. As a whole class, watch one or more the following videos (or select your own) and take notes on the things that are good about the presentations and the things that the presenter does well. Note You may wish to use a flipped classroom approach and have teams watch the videos at home before the lesson. Science of science: The flu: Stick bombs: 74 PROJECT MARS

75 Then, have everyone in the class share their notes and discuss what makes a good presentation. The topic was interesting, the presentation was well organised, the presenter spoke clearly, loudly enough and used appropriate language for the presentation style, the presenter made eye contact and stood confidently, the visual aids were helpful to the presentation, etc Preparing your presentation handout Quickly go over the PREPARING YOUR PRESENTATION HANDOUT with your class. Teams can use this as a guideline. PRESENTATION RUBRIC Explanation of Ideas & Information Organisation Eyes & Body Voice Below Standard Approaching Standard At Standard does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning selects information, develops ideas and uses a style inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach) does not address alternative or opposing perspectives does not meet requirements for what should be included in the presentation does not have an introduction and/or conclusion uses time poorly; the whole presentation, or a part of it, is too short or too long does not look at audience; reads notes or slides does not use gestures or movements lacks poise and confidence (fidgets, slouches, appears nervous) wears clothing inappropriate for the occasion mumbles or speaks too quickly or slowly speaks too softly to be understood frequently uses filler words ( uh, um, so, and, like, etc. ) does not adapt speech for the context and task presents information, findings, arguments and supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to follow attempts to select information, develop ideas and use a style appropriate to the purpose, task, and audience but does not fully succeed attempts to address alternative or opposing perspectives, but not clearly or completely meets most requirements for what should be included in the presentation has an introduction and conclusion, but they are not clear or interesting generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea makes infrequent eye contact; reads notes or slides most of the time uses a few gestures or movements but they do not look natural shows some poise and confidence, (only a little fidgeting or nervous movement) makes some attempt to wear clothing appropriate for the occasion speaks clearly most of the time speaks loudly enough for the audience to hear most of the time, but may speak in a monotone occasionally uses filler words attempts to adapt speech for the context and task but is unsuccessful or inconsistent presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoning selects information, develops ideas and uses a style appropriate to the purpose, task, and audience clearly and completely addresses alternative or opposing perspectives meets all requirements for what should be included in the presentation has a clear and interesting introduction and conclusion organizes time well; no part of the presentation is too short or too long keeps eye contact with audience most of the time; only glances at notes or slides uses natural gestures and movements looks poised and confident wears clothing appropriate for the occasion speaks clearly; not too quickly or slowly speaks loudly enough for everyone to hear; changes tone and pace to maintain interest rarely uses filler words adapts speech for the context and task, demonstrating command of formal English when appropriate Above Standard Present the Presentation Rubric Provide each group with the PRESENTATION RUBRIC that you will use to assess their presentation. Instruct the team to place each piece of the rubric in the correct place. This will help them familiarise themselves with the achievement standards. Presentation Aids Response to Audience Questions PROJECT MARS does not use audio/visual aids or media attempts to use one or a few audio/ visual aids or media, but they do not add to or may distract from the presentation does not address audience questions (goes off topic or misunderstands without seeking clarification) uses audio/visual aids or media, but they may sometimes distract from or not add to the presentation sometimes has trouble bringing audio/visual aids or media smoothly into the presentation answers audience questions, but not always clearly or completely 2009 Buck Institute For Education uses well-produced audio/visual aids or media to enhance understanding of findings, reasoning, and evidence, and to add interest smoothly brings audio/visual aids or media into the presentation answers audience questions clearly and completely seeks clarification, admits I don t know or explains how the answer might be found when unable to answer a question A19 Have teams focus on the At standard column and consider how it compares to the presentations they observed in the videos and their personal opinions and knowledge of presentations. As a whole class, review what teams have written in their rubric and decide on what should be included in the actual rubric that will be used to assess them. Critique session Critique session of draft 2 Instruct teams to pair up with another team and critique each other s second draft as they have been doing in previous lessons (using the CRITIQUE GUIDELINES). Medals and Missions: You should check on each team s draft 2 and provide feedback. Teamwork Work on draft 3 and prepare presentation Teams review peer feedback and revise their work accordingly as they begin working on draft 3. The Mars Lab PROJECT MARS 75

76 Teamwork Review Project Management Log Instruct teams to review their Project Management Log and revise it accordingly. They may need to: check off completed tasks change certain tasks add new tasks split certain tasks into sub-tasks reassign tasks. Assessment Team assessment Teams complete a team assessment for the lesson. Today s focus is: did all team members contribute to the review and revision of the report? did all team members work together (on the Project Management Log) to divide and assign tasks to prepare for the presentation? Book Now Did each team member take responsibility for certain tasks? BOOK YOUR MARS LAB PRESENTATION DAY: If you haven t booked your Presentation Day session with the Mars Lab, make sure you do this as soon as possible. Bookings and inquiries: T: E: marslab@phm.gov.au 76 PROJECT MARS

77 The Mars Lab PROJECT MARS 77

78 22 Final draft Building on all peer and teacher feedback, teams produce the final draft of their reports. Outcomes At the end of this lesson, participants will have: Critiqued peer work using positive, constructive feedback Used feedback from peers to improve their own work Organised results and ideas and developed presentation content appropriate to audience Created media/visual aids to enhance the content delivery during presentation Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues using Team Assessment. You will need 50 minutes (you can take more time and split it between 2 lessons) PREPARING YOUR PRESENTATION HANDOUT Teamwork Complete final draft and prepare presentation Teams review teacher and peer feedback and revise their work accordingly to complete their final draft. Teams prepare for their presentation using the PREPARING YOUR PRESENTATION and the PRESENTATION RUBRIC handouts as references. Assessment Team assessment Teams complete a team assessment for the lesson. Today s focus is: did all team members take responsibility and work on their assigned tasks to complete the final draft of the report and 78 PROJECT MARS

79 prepare the presentation? If not, what solutions can you come up with to ensure everyone takes responsibility and tasks get completed? did the team work together and help each other out to complete tasks that need to be done? PREPARING YOUR PRESENTATION 1. Organise the structure of your presentation into the following sections: Introduction Outline the report s focus and scope the DRIVING QUESTION Present the research question Present the background information Present the hypothesis Middle sections Method Explain the ways you chose to conduct your research and provide a rationale for your choice(s) Results Explain graphs, charts, tables, etc Discussion Evaluate the results, analysis and limitations Interpret and explain the significance of what you found Address how your findings answer the research question Conclusion Summarise your findings, analysis and interpretations Explain how findings address the bigger DRIVING QUESTION Present any further questions that arose from your research 2. Allocate sections to each speaker. Make sure that each speaker has approximately the same amount of information to report. Make sure the presentation is well balanced with each speaker speaking for about the same time 3. Decide where visuals are needed and prepare effective visuals to support the information you are communicating. When preparing visuals, remember to: Keep the message punchy Avoid using a lot of text Give every slide a title 4. Prepare notes. Each speaker should have a set of notes. Notes should be: Short, point form, clear and concise Use key words that will help you remember key ideas that you need to talk about 5. Rehearse with the group. Check the structure, timing, use of formal language, etc. Get peer feedback and make any changes accordingly. Rehearse again. PROJECT MARS A31 Teams can use the Preparing your presentation checklist to help them plan their presentation. The Mars Lab PROJECT MARS 79

80 23 Presentation practise Team presentations are prepared, practised and peer reviewed. Outcomes At the end of this lesson, participants will have: Practised their oral presentation in front of peers (ACSIS174) Critiqued peer presentations using positive, constructive feedback Used feedback from peers to improve their own presentations Managed group dynamics, monitored progress, prioritised goals, assigned tasks and addressed issues using team assessment. You will need 50 minutes (you can take more time and split it between 2 lessons) 1-2 copies of the PRESENTATION RUBRIC for each team Teamwork Prepare presentations PREPARING YOUR PRESENTATION POWERPOINT PRESENTATION If necessary, allow some time at the beginning of the lesson for teams to finish preparing their presentations before they rehearse in front of their peers. Practise session Practise the presentations Instruct teams to pair up with another team. If you have an odd number of teams, group three teams together. Provide each team with a copy of the presentation rubric that will be used to assess their real presentation. Instruct teams to present their project presentation to each other. While one team is presenting, the other team will need to watch and listen carefully and complete a copy of the presentation rubric. 80 PROJECT MARS

81 Once a team has completed their presentation, the other team will provide them with feedback based on the rubric that they completed during the presentation. The feedback may need to be discussed or explained. The aim is to provide the presenting team with kind, helpful and specific feedback to help them improve their presentation so that they can deliver the best presentation they can on presentation day. The teams then switch roles. If time allows, have teams pair up with another team and do another round of practise presentations. Teamwork Review feedback, revise presentation Teams review peer feedback/rubrics and revise their presentations accordingly. Teams then practise their presentations, incorporating the feedback they just received. They can practise as many times as they can... practise makes perfect! The Mars Lab PROJECT MARS 81

82 24 Presentation Day Again the class works as one team to deliver a coordinated, rehearsed presentation of their findings and evidence-based conclusions to the Mars Lab advisory team. Outcomes At the end of this lesson, participants will have: Communicated results and ideas to an audience using evidence-based arguments, appropriate scientific language and conventions, effective presentation skills and media/ visual aids (ACSIS174). You will need 50 minutes (you can take more time and split it between 2 lessons) PRESENTATION RUBRIC Preparation Set-up the room Video conference unit set up and ready copy of confirmation with VC dial-in IP address. Ensure that your video conferencing unit is working and do a test connection with the Mars Lab before class starts. You can schedule this with the Mars Lab team by contacting them at marslab@phm.gov.au. Set-up your class room so that there is enough room in front of the video conferencing unit s camera for the presenters. Arrange the rest of the class along the edges of the room so that they are not directly behind the presenters. This way, they can watch the presentations as well. Ensure that the computer/laptop, whiteboard, data projector or any equipment that the teams may need during their presentations are working and can be seen by the camera or can be shared as content to the Mars Lab through the video conferencing unit. 82 PROJECT MARS

83 24.2. Show time! Connect to the Mars Lab using the dial in details provided in your Mars Lab booking confirmation . Make sure that teams know which order they are presenting in. All other groups should watch and listen to their peers presentations. Teacher Summative Assessment Presentation Skills During the teams presentations, complete the PRESENTATION RUBRIC FOR PBL or take notes to complete them later. Teacher Summative Assessment Presentation Skills Now that the teams have completed their presentation, they can hand in their Investigation Reports for you to assess. Complete an Investigation Report Rubric for each report/team. The Mars Lab PROJECT MARS 83

84 25 Celebrate success! A well earned celebration of all the effort and the joys of discovery and teamwork. Also a chance to reflect on the project as a class. Outcomes At the end of this lesson, participants will have: Celebrated the completion of their projects Reflected on their work as a group (eg. Collaboration, shared responsibility, respect, conflict resolution) Self-reflected on how they did individually (eg. How they worked as part of a group, what they learnt, challenges and successes, what they liked best about the project). You will need ;50 ; minutes CLASS REFLECTION POWERPOINT PRESENTATION Copies of SELF-REFLECTION ON PROJECT Celebrate success WORK for each class member Copies of PROJECT WORK REPORT: GROUP for each team COLLABORATION RUBRIC Celebrate the completion of the good work the class has done. Office workers go out to dinners, politicians cut ribbons, athlete s parade down street with trophies. The completion of your project should be no different celebrate! Ideas include: Invite school administrators who were aware of the project to visit the classroom and offer congratulations Let the community know by getting a local reporter for a newspaper, radio or TV station to cover your project s results Arrange for the project work to be displayed at a local library, office, museum, community centre, etc. Class activity Class reflection Display any of the following questions on the whiteboard. Two or three questions will work best: 84 PROJECT MARS

85 What other topics does this project make you wonder about? How did skills and knowledge from other school subjects help answer the Driving Question, or help you do the work you needed to do? What skills did you learn in the project that relate to a particular subject in school? Did we collaborate effectively? What would have made us better collaborators? How ood was the quality of our work? Where can we improve? Instruct your class to do a Think-Pair-Share activity in which everyone jots down a response, shares it with a partner, then contribute to the whole class discussion. Assessment Self-reflection Instruct everyone in your class to take a moment to look back on the journey they ve just completed and reflect on how they did individually. Have everyone complete the SELF-REFLECTION ON PROJECT WORK FORM. Have everyone hand in their self-reflection for you to review. Assessment Team assessment/reflection Instruct teams to work together to complete the PROJECT WORK REPORT: GROUP FORM to reflect on their work as a team throughout the project. Have teams hand in their forms for you to review. Assessment Teacher Summative Assessment In order to assess individuals in your class on collaboration, you will complete the COLLABORATION RUBRIC. Use your observations throughout the project, the individuals self-reflection as well as the PROJECT WORK REPORT: GROUP that the teams completed. Make sure to also take a look at team project folders and review the Team Assessments completed by teams throughout the project to help you assess collaboration. They will contain valuable information about team members abilities to collaborate throughout the project. TEAM FOLDERS Collect the team folders and review them as part of your assessment. The folders will contain evidence of how teams worked together, how teams and individuals progressed, how knowledge and understanding grew and how the quality of work improved throughout the project.. The Mars Lab PROJECT MARS 85

86 APPENDIX Charts, checklists, tables, guidelines and background information. The Mars Lab PROJECT MARS A1

87 mars lab letter Dear Teacher, Please accept this letter from the Mars Lab as a request for your class assistance in a scientific research project as part of the search for evidence of possible past life on Mars. Mars Lab is a research project collaboration between the Australian Centre for Astrobiology (at the University of New South Wales), the Australian Centre for Field Robotics (at the University of Sydney), and the Powerhouse Museum. Mars Lab is looking to recruit young Australians to contribute to this research project by conducting scientific investigations on the Mars Lab s recreated Martian surface. Mars Lab uses a state-of-the-art robotic rover (called, Experimental Mars Rover-Mawson) which can be remotely driven across a scientifically accurate recreation of the Martian surface known as the Mars Yard. Teams of young scientists will be tasked with carrying out scientific investigations over the simulated Martian surface to uncover clues in the rocks and geological features in an effort to determine if the conditions may have once been favourable for life. As with the Curiosity Rover on the real planet Mars, the young scientist s mission would not be to look for life, but rather to answer this driving question: Could Mars have supported life? The Mawson Rover is equipped with a suite of sophisticated scientific instruments that work in concert to determine the site s potential to support life. In particular, ChemCam will assist young scientists in their quest to identify the composition of the rocks and soil. Knowing the composition will provide additional clues as to the environment in which the rock formed, help characterise the geology of the rock s surroundings and aid in assessing if the site may once have been a habitable place. The scientific research conducted by young scientists with the rovers on the Mars Yard is of high importance to the Mars Lab project and helps us all address fundamental questions about our place in the Universe and the history of our solar system. This research therefore requires highly motivated and capable young people to design and conduct scientific investigations to collect and analyse data, interpret the results, report on findings and present back to the Mars Lab science advisors. If your class is prepared for the challenge, we would be delighted if they would assist the Mars Lab in conducting this scientific research. Please contact us within the next seven days to inform us of your class decision to participate. Dr. Carol Oliver Associate Director and Senior Research Fellow The Mars Lab T: E: marslab@phm.gov.au Powerhouse Museum

88 RULES FOR PRODUCING QUESTIONS Ask as many questions as you can. Do not stop to discuss, judge, or answer any question. Write down every question exactly as it is stated. Change any statement into a question. PROJECT MARS A3

89 Mawson Rover fact sheet camera NAME Experimental Mars Rover - Mawson (EMR-Mawson) or simply, Mawson Rover. Named after the famous geologist and Antarctic explorer, Sir Douglas Mawson. PURPOSE It was built for use in the Mars Yard at the Powerhouse Museum for research and education. It was modelled upon NASA s Opportunity and Spirit Rovers. FEATURES rocker-bogie mechanism solar panels tilt mechanism laser mast pan mechanism Vision sensors: for providing visual images and depth perception. Lasers: to point out features of interest and to help drivers precisely position the camera. 6 wheels with rocker-bogie mechanism to keep pitching angle of the rover s body to a minimum if there is an obstacle. It also means energy isn t wasted on stabilising sensors. Solar panels: to absorb energy for the rover to use. Batteries: to store energy for the rover to use. Pan/tilt mechanism: to turn the camera and laser to point at a target. Spot turn: the ability to turn the rover around on a single point. Crab motion: the rover can move in any direction in a straight line by positioning all 6 wheels in that direction. Remote communication: commands can be sent to the rover from a remote computer with a short delay. 6 wheels USEFUL CONTROL TIPS When you become proficient driving at the Mawson Rover it takes around 2 to 3 minutes to go from one end of the Mars Yard to the other (without stopping or turning). So in your planning you should probably allow around 5 minutes to drive the length of the yard. But remember it may take much longer as you stop and turn and carefully move around obstacles. Avoid large rocks. Be aware that the rover may roll back a little if you stop on a slope. Also if you need to stop the rover immediately you may have to wait until all the other actions are completed, which could be too late causing the rover to overbalance or collide with an object in its path. So plan and give your commands carefully. You need to balance being cautious with the need to conserve energy while still leaving time to explore. This is done by moving in direct paths and minimising the number of commands sent. The laser: The laser on the Mawson Rover (and the rover in the VMY) does not actually allow you to zap anything (like the laser on Curiosity). But you may find it is useful as pointer for your direction and positioning the camera. PROJECT MARS A4

90 need to know list Project team: What we know What we might need to know How we could find out PROJECT MARS A5

91 ADVANTAGES AND DISADVANTAGES OF CLOSED- AND OPEN-ENDED QUESTIONS Closed-ended questions Yes/No or one word answer Open-ended questions Need an explanation Advantages Disadvantages Advantages Disadvantages PROJECT MARS A6

92 DIFFICULTIES IN FOLLOWING THE RULES 1. Ask as many questions as you can. Easy Why? Difficult Not sure 2. Do not stop to answer or discuss the questions. Easy Why? Difficult Not sure 3. Write down every questions exactly as it is stated. Easy Why? Difficult Not sure 4. Change any statements into questions. Easy Why? Difficult Not sure PROJECT MARS A7

93 PROJECT MARS STAGES In the planning stage of the project, teams will need to: Establish objective (driving question) Conduct background research/attend lessons (to inform hypothesis) Construct hypothesis Develop method (plan mission using MYM and VMY) In the investigation stages of the project, groups will need to: Conduct experiment (using method developed) Analyse data In the results stage of the project, groups will need to: Draw conclusion (write a report) Communicate results (create presentation/ present to audience). PROJECT MARS A8

94 SOURCE CREDIBILITY Things to consider to ensure that the sources and websites are reliable, credible, trusted, accurate, unbiased and balanced. Type of website and its purpose: domains such as.com,.org, and.net can be purchased and used by any individual the domain.edu is reserved for colleges and universities, while.gov denotes a government website. These two are usually credible sources for information the domain.org is usually used by non-profit organizations which may have an agenda of persuasion rather than education The author and their potential bias: a listed author is one indication of a credible site - research the author to ensure they are an expert on the topic and that they do not hold a particular bias if info on website can be verified/if references provided should cite the source of the information presented. When the information was updated/written: date of any research information is important; it allows readers to make decisions about whether that information is recent enough for their purposes. PROJECT MARS A9

95 EFFECTIVE WEB SEARCHES TURNING A QUESTION INTO A QUERY Circle key words [essential to communicating your need] Underline maybe words [you don t know if you need or not] Rephrase words [different/better words or synonyms to express the same idea] Add missing words [missing information] Remove unnecessary words [small words such as the and a ]. TIPS TO HELP SEARCH THE WEB Identify unique words Do not have too many words Use mostly nouns. PROJECT MARS PROJECT MARS A10

96 PROJECT MANAGEMENT LOG TEAM TASKS Project: Members of team: Task Who is Responsible? Due Date Status Done PROJECT MARS 2009 Buck Institute For Education A11

97 PROJECT TEAM CONTRACT Project: Members of team: OUR AGREEMENT We all promise to listen to each other s ideas with respect. We all promise to do our assigned work to the best of our ability. We all promise to turn in our work on or before due dates. We all promise to ask for help if we need it. We all promise to share responsibility for our success and for our mistakes. We all promise to turn in work that is our own. If someone in our group breaks one or more of our rules, the group has the right to call a meeting and ask the person to follow the rules. If the person still breaks one or more of our rules, we have the right to vote to fire that person. Date: Team member signatures: PROJECT MARS 2009 Buck Institute For Education A12

98 ChemCamSpectrum A13 PROJECT MARS

99 QUALITIES OF A GOOD RESEARCH QUESTION Addresses the driving question Is grounded in a theoretical framework Is based on previous research Has multiple possible answers and should not be able to be answered from just a web search Is not biased in terminology or position Is simple and manageable Is focussed and clear. PROJECT MARS A14

100 QUALITIES OF A GOOD HYPOTHESIS Make sure the hypothesis is a prediction. Make sure the hypothesis can be tested through an investigation. Check the way you worded the hypothesis. A properly worded hypothesis should take the form of an If... then... statement. PROJECT MARS A15

101 RESEARCH QUESTION AND HYPOTHESIS EXAMPLES Example 1 Driving question: Does climate affect the environment? Research question: Does temperature affect leaf colour? Hypothesis: If leaf colour change is related to temperature, then exposing plants to low temperatures will result in changes in leaf colour. Example 2 Driving question: How can skin cancer be prevented? Research question: Is skin cancer caused by ultraviolet light? Hypothesis: If skin cancer is related to ultraviolet light, then people with high exposure to uv light have a higher frequency of cancer. Example 3 Driving question: How can you improve how well you do in school? Research question: Can sleep affect how well you do on tests? Hypothesis: If you get at least 6 hours of sleep, you will do better on tests than if you get less sleep. PROJECT MARS A16

102 SELF-REFLECTION ON PROJECT WORK Think about what you did in this project, and how well the project went. Student Name: Project Name: Driving Question: List the major steps of the project: About Yourself What is the most important thing you learned in this project: What do you wish you had spent more time on or done differently: What part of the project did you do your best work on: About the Project What was the most enjoyable part of this project: What was the least enjoyable part of this project: How could your teacher(s) change this project to make it better next time: PROJECT MARS 2009 Buck Institute For Education A17

103 CRITIQUE GUIDELINES Give feedback that is KIND, HELPFUL and SPECIFIC. To be kind, give a compliment on the work. What do you like about it and why? To be helpful, give a suggestion and to be specific, tell your classmate what part of the work can use your suggestion. eg: I think your statement will be even better if you. or, I think it would be better if you. PROJECT MARS A18

104 ACARA

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108 SCIENTIFIC REPORT STRUCTURE Title Driving Question INTRODUCTION Research Question Background Information Hypothesis Method PROJECT MARS A23

109 SCIENTIFIC REPORT STRUCTURE Method (cont) Results Discussion Conclusion References PROJECT MARS A24

110 SCIENTIFIC REPORT STRUCTURE (COMPLETED SAMPLE) Title RATES OF REACTION Driving Question What affects rate of reaction? Research Question Does changing the concentration of reactants affect the rate of reaction? INTRODUCTION Background Information The reactants used in this investigation are: NaHCO 3 + CH 3 COOH (sodium bicarbonate + acetic acid). The products will be CH 3 COONa + H 2 O + CO 2 (sodium acetate + water + carbon dioxide) NaHCO 3 + CH 3 COOH CH 3 COONa + H 2 O + CO 2 (sodium bicarbonate + acetic acid sodium acetate + water + carbon dioxide) Factors that influence rate of reaction include: temperature, concentration, surface area and the presence of a catalyst Effects of factors on reaction rate can be explained by collision theory: a chemical reaction takes place when particles of the reactants collide with each other with sufficient energy. Hypothesis If we decrease the concentration of acetic acid, then the rate of reaction will decrease. Method 1. Mix the sodium carbonate with the acetic acid in a conical flask and collect the volume of gas (CO 2 ) inside an inverted measuring cylinder 2. Time the reaction from the time the reactants are mixed together and record volume of CO 2 every 2 seconds for 2 minutes 3. Repeat twice for reliability PROJECT MARS A25

111 SCIENTIFIC REPORT STRUCTURE (COMPLETED SAMPLE) Method (cont) 4. Repeat using a reduced concentration of acid by mixing with a) 20 ml water b) 60 ml water. Results Table 1 - concentration of reactants Table 2 - volume of CO 2 produced at different concentrations Graph 1 - volume of CO 2 produced at different concentrations of acid Qualitative results (observations). Discussion The reaction with the most concentrated acid had the fastest reaction and produced the most CO 2. This observation is supported by the collision theory. Each test was repeated three times for reliability and the average of all 3 tests was calculated. All other factors affecting rate of reaction were controlled. Human errors in measurement and timing were made. Some of these errors could have been removed by using technology. Conclusion Changing the concentration of acetic acid affects the rate of reaction with sodium bicarbonate. The higher the concentration, the faster the rate of reaction. References AUS-e-TUTE, n.d., Chemistry Tutorial : Reaction Rates, viewed June David N Blauch, 2012, Chemical Kinetics : Reaction rates, viewed 4 June 2012 Jim Clark, 2011, Understanding Chemistry, viewed 4 June 2012 PROJECT MARS A26

112 COLLABORATION RUBRIC Individual Performance Takes Responsibility for Oneself Below Standard Approaching Standard At Standard is not prepared, informed, and ready to work with the team does not use technology tools as agreed upon by the team to communicate and manage project tasks does not do project tasks does not complete tasks on time does not use feedback from others to improve work is usually prepared, informed, and ready to work with the team uses technology tools as agreed upon by the team to communicate and manage project tasks, but not consistently does some project tasks, but needs to be reminded completes most tasks on time sometimes uses feedback from others to improve work is prepared and ready to work; is well informed on the project topic and cites evidence to probe and reflect on ideas with the team consistently uses technology tools as agreed upon by the team to communicate and manage project tasks does tasks without having to be reminded completes tasks on time uses feedback from others to improve work Above Standard Helps the Team does not help the team solve problems; may cause problems does not ask probing questions, express ideas, or elaborate in response to questions in discussions does not give useful feedback to others does not offer to help others if they need it cooperates with the team but may not actively help it solve problems sometimes expresses ideas clearly, asks probing questions, and elaborates in response to questions in discussions gives feedback to others, but it may not always be useful sometimes offers to help others if they need it helps the team solve problems and manage conflicts makes discussions effective by clearly expressing ideas, asking probing questions, making sure everyone is heard, responding thoughtfully to new information and perspectives gives useful feedback (specific, feasible, supportive) to others so they can improve their work offers to help others do their work if needed Respects Others is impolite or unkind to teammates (may interrupt, ignore ideas, hurt feelings) does not acknowledge or respect other perspectives is usually polite and kind to teammates usually acknowledges and respects other perspectives and disagrees diplomatically is polite and kind to teammates acknowledges and respects other perspectives; disagrees diplomatically Team Performance Below Standard Approaching Standard At Standard Makes and Follows Agreements does not discuss how the team will work together does not follow rules for collegial discussions, decision-making and conflict resolution does not discuss how well agreements are being followed allows breakdowns in team work to happen; needs teacher to intervene discusses how the team will work together, but not in detail; may just go through the motions when creating an agreement usually follows rules for collegial discussions, decision-making, and conflict resolution discusses how well agreements are being followed, but not in depth; may ignore subtle issues notices when norms are not being followed but asks the teacher for help to resolve issues makes detailed agreements about how the team will work together, including the use of technology tools follows rules for collegial discussions, decision-making, and conflict resolution honestly and accurately discusses how well agreements are being followed takes appropriate action when norms are not being followed; attempts to resolve issues without asking the teacher for help Above Standard Organises Work does project work without creating a task list does not set a schedule and track progress toward goals and deadlines does not assign roles or share leadership; one person may do too much, or all members may do random tasks wastes time and does not run meetings well; materials, drafts, notes are not organised (may be misplaced or inaccessible) creates a task list that divides project work among the team, but it may not be in detail or followed closely sets a schedule for doing tasks but does not follow it closely assigns roles but does not follow them, or selects only one leader who makes most decisions usually uses time and runs meetings well, but may occasionally waste time; keeps materials, drafts, notes, but not always organised creates a detailed task list that divides project work reasonably among the team sets a schedule and tracks progress toward goals and deadlines assigns roles if and as needed, based on team members strengths uses time and runs meetings efficiently; keeps materials, drafts, notes organised Works as a Whole Team does not recognise or use special talents of team members does project tasks separately and does not put them together; it is a collection of individual work makes some attempt to use special talents of team members does most project tasks separately and puts them together at the end recognises and uses special talents of each team member develops ideas and creates products with involvement of all team members; tasks done separately are brought to the team for critique and revision PROJECT MARS 2009 Buck Institute For Education A27

113 PRESENTATION RUBRIC Explanation of Ideas & Information Below Standard Approaching Standard At Standard does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning selects information, develops ideas and uses a style inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach) does not address alternative or opposing perspectives presents information, findings, arguments and supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to follow attempts to select information, develop ideas and use a style appropriate to the purpose, task, and audience but does not fully succeed attempts to address alternative or opposing perspectives, but not clearly or completely presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoning selects information, develops ideas and uses a style appropriate to the purpose, task, and audience clearly and completely addresses alternative or opposing perspectives Above Standard Organisation does not meet requirements for what should be included in the presentation does not have an introduction and/or conclusion uses time poorly; the whole presentation, or a part of it, is too short or too long meets most requirements for what should be included in the presentation has an introduction and conclusion, but they are not clear or interesting generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea meets all requirements for what should be included in the presentation has a clear and interesting introduction and conclusion organises time well; no part of the presentation is too short or too long Eyes & Body does not look at audience; reads notes or slides does not use gestures or movements lacks poise and confidence (fidgets, slouches, appears nervous) wears clothing inappropriate for the occasion makes infrequent eye contact; reads notes or slides most of the time uses a few gestures or movements but they do not look natural shows some poise and confidence, (only a little fidgeting or nervous movement) makes some attempt to wear clothing appropriate for the occasion keeps eye contact with audience most of the time; only glances at notes or slides uses natural gestures and movements looks poised and confident wears clothing appropriate for the occasion Voice mumbles or speaks too quickly or slowly speaks too softly to be understood frequently uses filler words ( uh, um, so, and, like, etc. ) does not adapt speech for the context and task speaks clearly most of the time speaks loudly enough for the audience to hear most of the time, but may speak in a monotone occasionally uses filler words attempts to adapt speech for the context and task but is unsuccessful or inconsistent speaks clearly; not too quickly or slowly speaks loudly enough for everyone to hear; changes tone and pace to maintain interest rarely uses filler words adapts speech for the context and task, demonstrating command of formal English when appropriate Presentation Aids does not use audio/visual aids or media attempts to use one or a few audio/ visual aids or media, but they do not add to or may distract from the presentation uses audio/visual aids or media, but they may sometimes distract from or not add to the presentation sometimes has trouble bringing audio/visual aids or media smoothly into the presentation uses well-produced audio/visual aids or media to enhance understanding of findings, reasoning, and evidence, and to add interest smoothly brings audio/visual aids or media into the presentation Response to Audience Questions does not address audience questions (goes off topic or misunderstands without seeking clarification) answers audience questions, but not always clearly or completely answers audience questions clearly and completely seeks clarification, admits I don t know or explains how the answer might be found when unable to answer a question Participation in Team Presentations Not all team members participate; only one or two speak All team members participate, but not equally All team members participate for about the same length of time All team members are able to answer questions about the topic as a whole, not just their part of it PROJECT MARS 2009 Buck Institute For Education A28

114 PROJECT MARS INVESTIGATION REPORT RUBRIC Below Standard Approaching Standard At Standard Questioning and Predicting Gathering and Evaluating Information Planning and conducting sees only superficial aspects of, or one point of view on, the Driving Question experiences a high level of difficulty in formulating questions and hypotheses is unable to gather and integrate information to address the Driving Question; gathers too little, too much, or irrelevant information, or from too few sources accepts information at face value (does not evaluate its quality) is unable to design and use investigation methods; methods are unreliable and irrelevant cannot give valid reasons or supporting evidence to defend choices made about how the investigation was designed and conducted identifies some central aspects of the Driving Question, but may not see complexities or consider various points of view formulates questions and hypothesis with limited creativity and requires assistance to make them scientific or address the driving question attempts to gather and integrate information to address the Driving Question, but it may be too little, too much, or gathered from too few sources; some of it may not be relevant understands that the quality of information should be considered, but does not do so thoroughly Investigation methods designed and used demonstrate limited creativity and are not entirely relevant and/or reliable explains choices made about how the investigation was designed and conducted, but some reasons are not valid or lack supporting evidence shows understanding of central aspects of the Driving Question by identifying in detail what needs to be known to answer it and considering various possible points of view on it formulates creative questions and hypotheses that can be investigated scientifically and address the driving question gathers and integrates relevant and sufficient information from multiple and varied sources thoroughly assesses the quality of information (considers usefulness, accuracy and credibility; distinguishes fact vs. opinion; recognises bias) creatively designs and uses appropriate and relevant investigation methods to collect reliable data justifies choices made about how the investigation was designed and conducted, by giving valid reasons with supporting evidence Processing and analysing data and information designs and constructs incomplete graphs and is unable to analyse patterns and trends draws conclusions that are inconsistent with scientific concepts and evidence Evaluating accepts arguments for possible answers to the Driving Question without questioning whether reasoning is valid attempts to design and construct graphs, but graphs may be missing certain elements; analyses patterns and trends, but does not do so carefully draws conclusions that are somewhat consistent with evidence and does not effectively use knowledge of scientific concepts recognises the need for valid reasoning and strong evidence, but does not evaluate it carefully or creatively when developing answers to the Driving Question designs and constructs appropriate graphs to represent data and analyses patterns and trends, including describing relationships and identifying inconsistencies uses knowledge of scientific concepts to draw conclusions that are consistent with evidence creatively evaluates arguments for possible answers to the Driving Question by assessing whether reasoning is valid and evidence is relevant and sufficient Organisation of ideas PROJECT MARS presents results and ideas but does not present them using formal experimental report Communication is unable to construct evidence-based arguments to communicate scientific ideas and information does not use scientific language, conventions and representations presents results and ideas using formal experimental report, but some sections are missing certain elements and are not thoroughly presented attempts to communicate scientific ideas and information but some ideas are not valid or lack supporting evidence uses scientific language, conventions and representations inconsistently and in a limited capacity effectively presents results and ideas using formal experimental report; each section of the report is thoroughly presented effectively communicates scientific ideas and information and constructs evidence-based arguments uses appropriate scientific language, conventions and representations A29 Above Standard A29

115 PREPARING YOUR PRESENTATION 1. Organise the structure of your presentation into the following sections: Introduction Outline the report s focus and scope the DRIVING QUESTION Present the research question Present the background information Present the hypothesis Middle sections Method Explain the ways you chose to conduct your research and provide a rationale for your choice(s) Results Explain graphs, charts, tables, etc Discussion Evaluate the results, analysis and limitations Interpret and explain the significance of what you found Address how your findings answer the research question Conclusion Summarise your findings, analysis and interpretations Explain how findings address the bigger DRIVING QUESTION Present any further questions that arose from your research 2. Allocate sections to each speaker. Make sure that each speaker has approximately the same amount of information to report. Make sure the presentation is well balanced with each speaker speaking for about the same time 3. Decide where visuals are needed and prepare effective visuals to support the information you are communicating. When preparing visuals, remember to: Keep the message punchy Avoid using a lot of text Give every slide a title 4. Prepare notes. Each speaker should have a set of notes. Notes should be: Short, point form, clear and concise Use key words that will help you remember key ideas that you need to talk about 5. Rehearse with the group. Check the structure, timing, use of formal language, etc. Get peer feedback and make any changes accordingly. Rehearse again. PROJECT MARS A30

116 PROJECT WORK REPORT: INDIVIDUAL Project Name: Student Name: For the Time Period: Date: Day(s): Week: During this time period I had the following goals for project work: During this time period I accomplished My next steps are My most important concerns, problems or questions are PROJECT MARS 2009 Buck Institute For Education A31

117 PROJECT WORK REPORT: GROUP Project Name: Members of Group: For the Time Period: Date: Day(s): Week: During this time period we had the following goals for project work: During this time period we accomplished Our next steps are Our most important concerns, problems or questions are PROJECT MARS 2009 Buck Institute For Education A32

118 Curiosity is the passion that drives us through our everyday lives. We have become explorers and scientists with our need to ask questions and to wonder. Clara Ma, NASA/JPL

119 The Mars Lab is a research collaboration between the University of New South Wales (The Australian Centre for Astrobiology), the University of Sydney (The Australian Centre for Field Robotics), and the Powerhouse Museum. Working alongside these research collaborators are leading teachers from four broadband connected schools across three states, plus 800 enquiring young minds. The Mars Lab project is funded by The Australian Government.