Students navigate Red Rover explorers across Mars landscapes in a simulation of NASA’s Pathfinder Mission. Students are shown how to connect via the Internet to the USU Red Rover site.

Associated Standard and CORE Objective:

• 3060-04 - Students will describe and compare the components of the solar system.
  
  

• 6 Red Rover Simulator Stations consisting of:
  • - Lego rover vehicle with b & w "QuickCam" video camera
  • - Computer with color monitor, mouse, keyboard
• 1 - Mars landscape backdrop and props
• 1 - Red Rover classroom video (to stay in blue box at end of day)
  
  

• Solar System Poster
  
  
  

Windows 95 (IBM compatible)

• Turn on the computer; once Windows 95 is running, it will automatically start the Red Rover program.
• The rover is controlled by clicks on the direction pad in the Navigation section.
• The rover moves in timed increments and awaits the next command. It is best to leave settings where they are:
  • FORWARD/BACK - 4
  • RT/LFT - 4
  • POWER - 7
• If you have problems with a rover or computer, get help from the JES staff.
• Double click on the "Exit" icon in upper right hand corner to shut down.
  
  

There are two buttons on the mouse. Use only the left button.

Show the students the camera that is mounted on the front of the rover. The kids respond enthusiastically if the rover is maneuvered so that the camera faces them and they can see themselves on the computer screen. The Rovers should be picked up and handled by the wheels only. Never pick up a Rover by the camera.

Only the direction giver for each group is allowed to access his or her rover lane by going around the end of all the computers and going behind the backdrop. No stepping between computer stations into rover lanes!

Instruct the students that this rover has not been built exactly like the one sent to Mars; if the students try to run over the rocks on the landscape, the rover will turn over.

Only the Direction Giver should be permitted to move the rover by hand. This is done by gently grasping the rover by the wheels on each side, lifting, and then placing a hand under the rover and moving it to the desired location.

Junior Engineering staff will help you keep things running as smoothly as possible. For the evening session, it is a good idea to limit drivers to only parents and those students who have operated the rovers during the day. Keep the door closed to avoid disruptions during the evening session.

The NASA center at the ERTC (Educational Resource and Technology Center) at USU contains a wealth of information on space exploration, travel in space, and satellites. Information and videos are available free or at minimum cost.

Teachers and students with Internet access can visit a good site at http://planetary.org. USU developed the software for the Red Rover project and supports the Planetary Society who helped develop the Red Rover project. The NASA web site for the mission is http://mpfwww.jpl.nasa.gov/.

Some students have problems maneuvering their rovers because of difficulty with the mouse. Emphasize that they should not hold down the mouse button; only click the mouse once until the rover quits moving. You need to have one or two adults to help make sure that students use the equipment correctly.

Students would enjoy following a course or path. You could add a time frame to complete the course in a certain amount of time. This would help deter students from playing with the rovers, and help them concentrate on an objective.

Emphasize how long it takes to send messages back and forth between Earth and Mars (8 to 40 minutes). This would help the students understand why their rover took a few seconds to actually move once they gave the commands, making this more like a flight simulator experience.

Using colored pieces of paper, which are numbered to indicate personal assignments, eliminates much confusion and facilitates quick rotation of jobs.

Career Fields:

Science, Technical

Occupations:

• Aeronautical Engineer: They design, construct, and test aircraft, missiles, and spacecraft. They might also conduct basic and applied research to evaluate adaptability of materials and equipment to aircraft design and manufacture. They also may assist in planning the technical phases of aircraft systems, flight operations, and logistics. Education: Bachelor’s Degree

• Astronaut: Working with the National Aeronautics & Space Administration (NASA), astronauts man the various space projects. NASA primarily seeks candidates with a military background, jet aircraft flight experience, and engineering training.

Several Requirements:

• Have at least a bachelor’s degree from an accredited institution in engineering, biological science, physical science, or mathematics.
• Have three years of related professional experience following the degree.
• An advanced degree is recommended but could be substituted with additional years of work.
• Must be between 5’4’’ and 6’4’’.
• Have at least 1000 hours pilot-in-command time in a jet aircraft.
• Be able to pass a NASA Class I Space physical or an equivalent exam.
• Astronomer: They use the principles of physics and mathematics to learn about the fundamental nature of the universe, including the sun, moon, planets, stars, and galaxies. They also apply their knowledge to problems in navigation and space flight. Education: Doctor of Philosophy

• Computer Engineer: They plan, design, and build computers and other related products. They also plan and design computer systems tailored for individual companies and organizations. They might also install these systems or modify already existing ones. Education: Bachelor’s Degree

• Electrical Engineer: They design, develop, test, and supervise the manufacture of electrical and electronic equipment. Electronic equipment includes power generating and transmission equipment used by electric utilities, electric motors, machinery controls, and lighting and wiring in buildings, automobiles, and aircraft. Electronic equipment includes radar, computer hardware, and communications and video equipment. Education: Bachelor’s Degree

• Geologist: They study the physical aspects and history of the earth. They identify and examine rocks, study information collected by remote sensing instruments in satellites, conduct geological surveys, construct maps, and use instruments to measure the earth’s gravity and magnetic field. They analyze information collected through seismic studies. They also search for oil, natural gas, minerals, and ground water. Education: Bachelor’s Degree

• Mechanical Engineer: They plan and design tools, engines, machines, and other mechanical equipment. They design and develop power-producing machines such as internal combustion engines, steam and gas turbines, and jet and rocket engines. They also design and develop power-using machines such as refrigeration and air-conditioning equipment, robots, machine tools, materials handling systems, and industrial production equipment. Education: Bachelor’s Degree

National Geographic World v263, July ’97, p.2-6 "A Robot Visits Mars. What Will It Find? This article gives an overview for the Pathfinder mission: what it will do, what it will look for, and what experiments it will conduct.

Aviation Week and Space Technology v147, Aug 04 ’97, p.30-1 "Pathfinder Beginning New Operations Phase" One of a weekly series of articles focusing on the current happenings of the Pathfinder mission.

• Where is Mars in relation to the Sun and Earth?

• Is Mars a large planet?
• When did Pathfinder land on Mars?
• How long did it take to get to Mars?
• Where is the largest volcano in our solar system? It’s on Mars and it’s called Olympus Mons and it’s three times the height of Mt. Everest.
• Why are communications delayed between Mars and Earth?
• Why did the Sojourner module bounce so high when it first impacted the Martian surface?