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By NASA
Curiosity Navigation Curiosity Home Mission Overview Where is Curiosity? Mission Updates Science Overview Instruments Highlights Exploration Goals News and Features Multimedia Curiosity Raw Images Images Videos Audio Mosaics More Resources Mars Missions Mars Sample Return Mars Perseverance Rover Mars Curiosity Rover MAVEN Mars Reconnaissance Orbiter Mars Odyssey More Mars Missions The Solar System The Sun Mercury Venus Earth The Moon Mars Jupiter Saturn Uranus Neptune Pluto & Dwarf Planets Asteroids, Comets & Meteors The Kuiper Belt The Oort Cloud 3 min read
Sols 4366–4367: One of Those Days on Mars (Sulfate-Bearing Unit to the West of Upper Gediz Vallis)
NASA’s Mars rover Curiosity acquired this image using its Right Navigation Camera on Nov. 14, 2024 — sol 4363, or Martian day 4,363 of the Mars Science Laboratory mission – at 02:55:34 UTC. NASA/JPL-Caltech Earth planning date: Friday, Nov. 15, 2024
The Monday plan and drive had executed successfully, so the team had high hopes for APXS and MAHLI data on several enticing targets in the rover’s workspace. Alas, it was not to be: The challenging terrain had resulted in an awkwardly perched wheel at the end of the drive, so we couldn’t risk deploying the arm from this position. Maybe next drive!
We did plan a busy weekend of non-arm science activities regardless. Due to a “soliday” the weekend has two sols instead of three, but we had enough power available to fit in more than three hours of observations. The two LIBS observations in the plan will measure the composition of the flat, reddish material in the workspace that is fractured in a polygonal pattern (“Bloody Canyon”) and a nearby rock coating in which the composition is suspected to change with depth (“Burnt Camp Creek”). One idea is that the reddish material could be the early stage version of the thicker dark coatings we’ve been seeing.
A large Mastcam mosaic (“Yosemite”) was planned to capture the very interesting view to the rover’s north. Nearby and below the rover is the layer of rocks in which the “Mineral King” site was drilled on the opposite side of the channel back in March. This is a stratum of sulfate-bearing rock that appears dark-toned from orbit and we’re interested to know how consistent its features are from one side of the channel to the other. Higher up, the Yosemite mosaic also captures some deformation features that may reveal past water activity, and some terrain associated with the Gediz Vallis ridge. So there’s a lot of science packed into one mosaic!
Two long-distance RMI mosaics were planned; one is to image back into the channel, where there may be evidence of a late-stage debris flow at the base of the ridge. The second looks “forward” from the rover’s perspective instead, into the wind-shaped yardang unit above us that will hopefully be explored close-up in the rover’s future. This yardang mosaic is intended to form one part of a stereo observation.
The modern environment on Mars will also be observed with dust devil surveys on both sols, line-of-sight and tau observations to measure atmospheric opacity (often increased by dust in the atmosphere), and zenith and suprahorizon movies with Navcam to look for clouds. There will also be standard passive observations of the rover’s environment by REMS and DAN.
We’ll continue driving westward and upward, rounding the Texoli butte to keep climbing through the sulfate-bearing unit. It’s not always easy driving but there’s a lot more science to do!
Written by Lucy Lim, Participating Scientist at NASA’s Goddard Space Flight Center
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Last Updated Nov 18, 2024 Related Terms
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NASA Deputy Administrator Pam Melroy (front center left) discusses NASA 2040 on Wednesday, Nov. 13, 2024, the agency’s strategic initiative for aligning workforce, infrastructure, and technologies to meet the needs of the future with various groups of employees at the agency’s Kennedy Space Center in Florida.
The initiative launched in June 2023 to implement meaningful changes to ensure the agency remains the global leader in aerospace and science in the year 2040 while also making the greatest impacts for the nation and the world.
NASA will focus on addressing the agency’s aging infrastructure, shaping an agency workforce strategy, improving decision velocity at many levels, and exploring ways to achieve greater budget flexibility.
Photo credit: NASA/Glenn Benson
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Learn Home Integrating Relevant Science… Earth Science Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 3 min read
Integrating Relevant Science Investigations into Migrant Children Education
For three weeks in August, over 100 migrant children (ages 3-15) got to engage in hands-on activities involving blueberries, pollinators, and eDNA as part of their time with The Blueberry Harvest School (BHS). BHS is a summer school program for migrant children whose families work in Washington County, Maine during the wild blueberry harvest season. The program is hosted by Mano en Mano in Milbridge, Maine. This summer, University of Maine 4-H (part of the NASA Science Activation Program’s Learning Ecosystems Northeast team) was invited to deliver enrichment programs during the school day alongside a seasoned BHS employee – an educator from the Mi’kmaq community in what is now known as Nova Scotia.
The goal of BHS is to meet the needs of youth by providing “culturally responsive, project-based learning while preventing summer learning loss and compensating for school disruptions among students” (Mano en Mano). Migrant families come to Downeast from Mi’kmaq First Nation communities in Nova Scotia and New Brunswick, southern states, and from within Maine, including Passamoquoddy communities in eastern Washington County and a Latino community in the western part of the county. Families stay to harvest blueberries anywhere from two to five weeks. With support from 4-H educators, youth surveyed the schoolyard for pollinators, investigated the parts of pollinators and flowers, and learned why blueberries are an important part of Wabanaki culture.
“BHS really becomes a home for the children while they are here. I think one of the reasons is because they are encouraged to be proud of their identity and who they are – they get to be their authentic selves. It’s a neat space where teachers and youth are speaking Mi’kmaq, Passamaquoddy, Spanish and English while supporting each other, and learning and experiencing new things.” — Gabrielle Brodek, 4-H Professional
“After completing my second year helping at Blueberry Harvest School, I loved seeing the returning faces of the kids who have been coming year after year – the kids remember you and hug you and are sad when the season is over and BHS ends.” — Jason Palomo, 4-H Professional
Resources and inspiration for these activities came from NASA Climate Kids, Gulf of Maine Research Institute’s Bees, Blueberries, and Climate Change learning module, National 4-H and ME Ag in the Classroom. On the last day youth experienced how to make a natural dye out of blueberries, a long-standing tradition in Native American culture. Our organizations continue to work together year-round, building stronger relationships and planning for Summer 2025!
The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Educator assisting two youth with paper folding instructions. Share
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Bundling the Best of Heliophysics Education: DigiKits for Physics and Astronomy Teachers
For nearly a decade, the American Association of Physics Teachers (AAPT) has been working to bring together resources through its DigiKits–multimedia collections of vetted high-quality resources for teachers and their students. These resources are toolkits, allowing teachers to pick and choose interesting content to support their instruction. As a partner with the NASA Heliophysics Education Activation Team (HEAT), this work has directly supported the bundling of digital content around heliophysics lessons created by the AAPT team.
As an example, AAPT’s most recent DigiKit publication, Auroral Currents Science (Figure 1), was developed for educators of advanced high school students and university physics/astronomy majors. DigiKits materials are collected by digital content specialist, Caroline Hall, who searches for high-quality, open digital content and checks it for accuracy and accessibility. The Auroral Currents DigiKit centers around a lecture tutorial that gives students the opportunity to practice and extend their knowledge of magnetic fields produced by current-carrying wires, and relating those understandings to auroral currents – the primary phenomenon underlying the dramatic auroral light shows seen in the sky over the past months.
The corresponding DigiKit includes a collection of relevant simulations, videos/animations, and other teacher resources for background that can help to teach the content in the primary lesson. The DigiKit highlights NASA’s forthcoming Electrojet Zeeman Imaging Explorer (EZIE) mission, including an animation of the relationship between the Earth and space, an explanation of Earth’s electrojets and a visualization of the spacecraft. It also includes links to NASA’s ongoing Magnetospheric Multiscale spacecraft video explanation of magnetic reconnection, among many other useful resources that can be shown in the classroom or explored individually by students. Unique to this DigiKit are recent science news articles covering 2024’s spectacular auroral displays.
The light in the aurora comes from atoms in the ionosphere that have been excited by collisions with electrons that were accelerated between 6000 km and 20000 km above Earth’s surface. Those electrons carry electric currents from space along the magnetic field, but the currents flow horizontally some distance through the ionosphere at about 100-150 km in altitude before returning to space. We call those currents the ionospheric electrojets, and we can see the magnetic effects of the electrojets because electric currents are the source of magnetic fields. The AAPT digikit allows students to explore the magnetic signature of the electrojets and determine the size and location of the currents.
As a result of participation in NASA HEAT, AAPT has produced ten DigiKits, all linked below and available alongside the collection of other tutorials/core resources on the AAPT NASA HEAT page. Although the DigiKits are directed toward teachers, and the lessons are intended for standard classroom contexts, the resources can also be a great introduction to NASA-related concepts and modern science ideas for the general public.
Mechanics
Sunspots DigiKit Coronal Mass Ejections DigiKit Solar Energetic Particles DigiKit Light and Optics
Star Spectra DigiKit Exoplanet Atmospheres DigiKit Habitable Zone Planets DigiKit Magnetism
Planetary Magnetism DigiKit Energy of a Magnetic Field and Solar Flares DigiKit Auroral Currents DigiKit Eclipses
Eclipse Science DigiKit Are you an educator curious to learn more? Register for AAPT’s monthly mini webinar series, with the next event on November 9, 2024, featuring the Auroral Currents DigiKit core activity.
NASA HEAT is part of the NASA Science Activation Program portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Figure 1: Cover image of Auroral Currents DigiKit. Caroline Hall/AAPT NASA-HEAT Share
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