T94 30+ Years of Teaching about Planetary Geology: Past Lessons Learned and Future Possibilities

Monday, 10 October 2011
8:00 AM - 12:00 PM
Room L100H-J

MISSION TO TEACH: USING NASA MISSIONS TO TEACH NON-MAJOR, GENERAL EDUCATION SCIENCE

Paper number: T94-7
Program: Technical Sessions
Time: 9:40 AM – 9:55 AM

Authors

  • Erin Kraal Presenting Author
    Kutztown University, Kutztown, PA

Abstract

Mission to the Planets is a large (generally 100 plus) general astronomy course that focuses on the Solar System. The objective of the course is to not only teach basic planetary science concepts, but also the scientific method and communication. In order to reach the non-major population, the class is structured to follow NASA Missions. On the first day of class, the instructor gives a short 1 minute introduction of 15 different NASA & ESA missions, then students vote on the missions they would like to learn about. The major concepts (such as the electromagnetic spectrum, gravity, planet formation) are integrated into these missions. For example, the launching of the Apollo Missions introduces Newton’s Laws of Gravity, the SOHO Mission introduces the electromagnetic spectrum, and Kepler Mission introduces Kepler’s Laws. The course incorporates mission data from Mars, the Sun, Mercury, and the Moon as well as various other active mission, into the 2 hour weekly laboratory component. The course concludes with the students designing and presenting their own ‘Discovery Class’ mission project as a 5 minute video podcast. Here I will present the steps and activities that support this month long, group work project.

Benefits of this approach include taking advantage of student interest, using newly released planetary science data, and opportunities for higher level engagement and hands-on activities. Challenges include students who expect traditional lecture-multiple choice style teaching, coordinating group work in large classes, and math anxiety. Students generally select the mission project as their favorite component of the course and across all majors they identify the communication aspect of the course as particularly useful.