280 Planetary Exploration and Education: How We Learn About Our Solar System and Beyond
This session links how we teach and learn about the solar system to how we have gained that information (i.e., space missions). Descriptions of teaching activities/courses, and strategies for working with students are encouraged.
Wednesday, 22 October 2025
1:30 PM - 5:30 PM
HBGCC, 214B
The Development of Prototype Laboratory Exercises to Enhance Student Engagement and Sensemaking in an Undergraduate Planetary Geology Class
Paper number: 280-8
Program: Technical Sessions
Time: 3:30 PM – 3:45 PM
Authors
Abstract
As a physical science, geology relies heavily on an inclusive approach to data collection and analysis, with first-person contact with field settings as a favored mode of operation. But for areas or field sites too remote or simply inaccessible for the first-person experience, we have had to rely on remote sensing and robotic proxies to collect data. Such is the domain of planetary geology instruction, where first-person field trips are impossible but data are abundant, collected across of range of spectra and particle types, and over a long period of time. This presentation traces the development of an undergraduate planetary geology class from a lecture-only format to one with a significant laboratory component on par with other upper division courses. In the absence of contemporary laboratory manuals for planetary geology, a series of exercises were designed to utilize or adapt publicly available planetary data, data portals, and analysis techniques. These exercises include (a) characterizing Solar System bodies and inferring their mineralogy and petrology, (b) developing and testing hypothesis on surface materials of different bodies through spectroscopy, (c) developing crater isochrons to compare relative age differences between adjacent areas of Mercury, (d) generating maps or structural sequences through photostratigraphy and imaging spectroscopy, (e) comparing stream channel morphology between Mars and Titan, and (f) estimating the volume of ice in high-latitude craters on Mars. Each of these exercises require students to extract and analyze data to test and discuss hypotheses, using a “sensemaking” approach to engage students and their ideas with up to two weeks to complete the task. Data are derived from publicly available online resources, such as JMARS, ECOSTRESS, and PDS Analyst’s Notebook, and are analyzed through simple tools including Excel. However, each of these exercises are subject to revision, having been designed by a geologist who is not a planetary specialist. As a result, collaboration is sought for feedback and continued development, with the goal of enhanced student experience and broader use. Of interest are suggestions for new exercises based on contemporary planetary science.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-414094
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