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LESSON: ROVERS ON MARS
Background, Activities and Critical Analysis
By Steve Crandall, a teacher of secondary mathematics and science

Subjects: physical science and mathematics

Time: Two or more 60-minute periods (one for Internet reading; one for activity) for each lesson; parts may be assigned as outside class work.

Lesson Objectives:

Students will:

  • Learn about the latest Mars rovers - Spirit and Opportunity
  • Become familiar with basic elements of the Mars Rovers missions
  • Investigate the nature of communications with the Rovers including the use of Mars Orbiters as relay stations
  • Calculate transmission times for sending and receiving messages with the probes
  • Calculate transmission times for a set of pictures
  • Investigate time and energy constraints of interplanetary communications and associated hardware technology
  • Research the needs of future missions and design communications networks

Materials

Correlation to National Standards

Procedure:

Students will study the latest Missions to Mars, which have been such a success since this past January 2004. To begin, students use this Self Assessment Guide for reading the transcript, viewing the VideoStream, or listening to the RealAudio of "Rovers on Mars" from the Online NewsHour, January 26, 2004. A teacher key with answers is provided in the materials section of the lesson.

Students complete while reviewing the story:

1. What are the names of the newest rover probes on Mars?
2. How many images are taken by the camera of Opportunity for a 360-degree panoramic view?
3. How many miles did the probe travel?
4. How much did the overall mission cost?
5. How far apart are their landing positions on the surface?
6. Where was Spirit taking pictures before it malfunctioned?
7. Where is opportunity?
8. What could the presence of Hematite ore on Mars mean?
9. How many meters can a rover travel in a day?
10. How long is a Martian Day compared to an Earth Day?
11. These rovers were designed to have a mission life of how many days?
12. Now that they are on the surface and operationally tested, does that estimate still hold?
13. How will the rover dig a 6-inch deep hole?
14. What is causing the trouble with Spirit?
15. How do scientists suggest repairing the trouble with Spirit and forestalling such trouble with Opportunity?

LESSON ONE - Long Distance Post Cards

Many images are taken by the camera of Opportunity for a 360-degree panoramic view. Specifically, 25 pictures wide by 3 pictures high for a total of 75 pictures. If each of these pictures is a 3x5 postcard size picture taking up 600 kilobytes of memory, then how fast can the entire panoramic mosaic be sent to Earth once the pictures are all taken?

Second, if the scientists send a 600-megabyte software patch to correct or to direct the probe functions, then how long does it take those instructions to get to Mars? Moreover, how long does it take the probes to send a message back that all is well or that something else needs to be tried?

In order for students to answer these larger questions, they must first answer the following Online Investigation Questions. Pass out the Online Investigation handout provided in the materials section of this lesson. The Web sites below offer a great deal of information, the answers to these questions, and more. A teacher key with answers to the questions is also provided in the materials section.

http://marsrovers.jpl.nasa.gov/home/index.html
http://nssdc.gsfc.nasa.gov/planetary/factsheet/marsfact.html
http://www.astro.uu.nl/~strous/AA/en/antwoorden/planeten.html#v59

1. How fast does the Rover send/receive data (baud rate or bytes per second)?
2. How fast can the Mars Orbiters send/receive data?
3. How fast can the Earth Deep Space Network send/receive data?
4. How many hours each day can the Rover communicate with Earth?
5. How many hours each day can the Rover communicate with Mars Orbiters?
6. How many hours each day can the Mars Orbiters communicate with Earth?
7. How fast in kilometers per hour is the speed of radio waves carrying data?
8. How far apart are Earth and Mars at their closest orbital points?
9. How far apart are Earth and Mars at their farthest orbital points?
10. How far apart are Earth and Mars right now?

NOW FOR THE SOLUTIONS TO THE LARGER QUESTIONS:

Earlier it was said that many images are taken by the camera of Opportunity for a 360-degree panoramic view. Specifically, 25 pictures wide by 3 pictures high for a total of 75 pictures. If each of these pictures is a 3x5 postcard size picture taking up 600 kilobytes of memory, then how fast can the entire panoramic mosaic be sent to Earth once the pictures are all taken?

For a 360 degree panoramic mosaic made with 25 pictures wide by 3 pictures high for a total of 75 pictures at 600 kilobytes each, there would be a total of 75 x 600 = 45000Kb or 45Mb of data in all.

First consider sending the data directly to Earth. Since the rover can send 60 Mb in 3 hours, make and solve the proportion 45 Mb : 60 Mb :: H : 3 Hours. H = 3 x 45/60 = 2.25 Hours, well within the time available to the rovers to send directly to Earth.

Finally, once the data is sent, it must travel 60000000 Km between Mars and Earth at light speed. At 299792 Km/s this travel time is calculated by using 60000000 Km / 299792 Km/s to yield approximately 200 seconds. Adding this 3.33 minutes to the 3.25 hours of sending time, the picture postcards will arrive directly from the Rover in just under 3 hours 20 minutes.

However, sending the same data to the orbiter would take much less time. Solve the proportion 45Mb : 60 Mb :: M : 8 Minutes. M = 8 x 45/60 = 6 minutes to send the data to the Orbiter.

Now, the Orbiter can transmit at 128000 bites per second, so that the time to relay the 45 Mb packet back to Earth is found by solving the proportion 128000 Kb : 1 second :: 45000000Kb : S. Solving gives S = 351.5625 or about 352 seconds or about 6 minutes. Plenty of time to spare with a total Rover to Orbiter to Earth transmission time of 12 minutes.

Finally, once the data is sent, it must travel 60000000 Km between Mars and Earth at light speed. At 299792 Km/s this travel time is calculated by using 60000000 Km / 299792 Km/s to yield approximately 200 seconds. Adding this 3 minutes 20 seconds to the 12 minutes of sending time, the picture postcards will arrive from Mars in just over 15 minutes.

Second, if the scientists send a 600-megabyte software patch to correct or to direct the probe functions, then how long does it take those instructions to get to Mars? Moreover, how long does it take the probes to send a message back that all is well or that something else needs to be tried?

The Deep Space Network of radio transmitters on Earth could send the 600 Megabyte patch almost instantaneously, but neither the Orbiter nor the Rover could receive the data that fast. The time to shoot for would be at the same rate that the Orbiter and Rover could send, and that is the same set of times just solved for sending the Panoramic Postcards to Earth!

The best method of sending the patch would be to send first to the Orbiter in 6 minutes when the orbiter was in a best position to avoid static or interference from solar wind or planetary presence. Then as the Rover came into position below the Orbiter, have the Orbiter download the patch taking only 6 more minutes. The earliest that the return message from the Rover that all is well or that the patch did not work would not be able to be sent back to Earth until the Rover came back into position 24 hours later!!

Extension Activity:

Using graph paper or calculator:

  • Enter values for the orbit of Earth using Kepler's Law for Period Squared related to Orbital Radius Cubed into a graphing calculator.
  • Enter values for the orbit of Mars using Kepler's Law for Period Squared related to Orbital Radius Cubed into a graphing calculator.
  • Start both planets at perihelion and have the calculator determine the distances between the planets as the orbital path functions run over time.
  • OR
  • Estimate the orbital paths as ellipses or circles on graph paper.
  • Superimpose paths on graph paper to calculate the distances by hand measurements.

LESSON TWO - Coming up with a Better Long Distance Plan

Students go online and use the given links above as starting points for researching facts, proposals, and possibilities for future Mars Missions.

Students research and design a communications network with Mars Probes to overcome these problems:

1) how can data be sent when one or both planets "turn their backs" to each other;

2) how is data transmission effected by the sun between the two planets or even by the solar wind interference;

3) how does the Doppler Effect of moving signal sources over planetary distances have to be considered; and,

4) what technology (even if it does not yet exist) would be necessary to put into place in order to send/receive data with the least amount of wait time?

Students work in small groups and present their findings and conclusions to the class as a whole. After discussion arguing support and difficulties with the plans, students grade each other's group effort as Good, Better, or Best.

Correlation to National Science Standards:

Correlation to Science Content Standards: 9-12
http://www.nap.edu/readingroom/books/nses/html/6e.html

  • Use technology and mathematics to improve investigations and communications. Standard A
  • Communicate and defend a scientific argument. Standard A
  • Laws of motion are used to calculate precisely the effects of forces on the motion of objects. Standard B
  • Gravitation is a universal force. Standard B
  • Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. Standard B
  • Developing students' abilities of technological design and developing students' understanding about science and technology. Standard E
  • Individuals and teams have contributed and will continue to contribute
    to the scientific enterprise. Standard G


Author Steve Crandall is a teacher of secondary mathematics and science since 1979, National Board Certified in Early Adolescence/Mathematics. An amateur entomologist and astronomer, he has presented lessons at state and national conferences for mathematics and science and middle school.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org.

 

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