Inquiry-based instruction in an introductory science class facilitated by remotely operable instrumentation and extraterrestrial GIS

Remotely accessible data acquisition and management technologies can change the classroom from a passive place to one in which students model the behaviors of scientists through active investigation. As part of a NSF-CCLI funded project, I have re-cast an introductory natural science course as two half-term investigations: 1) The "discovery" of possible meteorites, involving the use of a remotely-operable SEM. Students work in teams to examine unknown rocks (often samples brought in by community members, but always including at least one real meteorite), documenting features consistent with an Earth or outer space origin. All samples are examined via scanning electron microscope to confirm mineral identifications and discover fine-scale textural relationships. The SEM (housed at FIU-FCAEM, in Miami, FL) is operated live in class, with in-class instruction on instrument use preceding sessions where student teams run their samples. Student response to this activity is strongly positive, and assessment of its impact on student learning of geoscience content is ongoing. 2) A study of Mars landforms and their evolution, using NASA Mars mission data resources, facilitated by a Martian GIS. Students are introduced to the imagery resources maintained by NASA for recent Mars missions (Global Surveyor, Odyssey, Viking, Pathfinder, Rovers), and to JMARS, a Martian GIS which permits overlaying of different mission datasets to facilitate targeted study of parts of the Martian surface. Students work through several exercises in landform study to get used to JMARS and become familiar with the different kinds of Mars imagery (photographic, altimetry, daytime vs. nighttime IR). The capstone is a study of the geologic and geomorphic history of a site on Mars selected by each student, using available NASA data resources, JMARS, and the literature. A challenge in conducting these activities, or like efforts using third- party data systems, is that students ultimately need independent computer access to proceed, and computer-related issues (like: a too-recent MS operating system update) can pose obstacles to progress.