Extremophiles: Earth Analogs for Alien Life

Venus has a thick, toxic atmosphere made mostly of carbon dioxide and sulfuric acid. Yet phosphine gas, a biomarker on Earth, has been detected in the atmosphere.

Astrobiologists have yet to find conclusive proof of life outside Earth, although tantalizing clues of the possibility of life do exist. Just this week, researchers announced the discovery of phosphine gas in the clouds of Venus. Phosphine is found in Earth’s atmosphere and is mostly of biogenic origin, created by certain anaerobic bacteria. The phosphine on Venus is of too high a concentration to be easily explained by non-biogenic sources such as lightning; life could be a possible explanation, but that life would have to survive in an extreme environment, since the clouds of Venus are 96% sulfuric acid.

To understand what such life might be like, we study organisms on Earth that can survive and even thrive in extreme conditions, including high acid environments. These extremophiles are an analog of what we could look for on Mars, under the ice of Enceladus or Europa, or in the clouds of Venus. By studying extremophiles, we train ourselves how to study life elsewhere.

The following short articles were researched and written by students at New Haven School in Spanish Fork, Utah as part of their astrobiology summer course. Because privacy concerns, I am only providing their initials.

The surface of Venus is hot enough to melt lead, has a pressure as great as 26 Earth atmospheres, and rains sulfuric acid. You would die horribly four different ways if you stepped foot outside without a spacesuit.

Acidophiles by V. N.

An acidophile is a bacteria / animal that can or must survive in a highly acidic area. An acidic environment is an area that has a pH level below 6. An organism is only considered an acidophile if it can thrive in an area with a pH below 2, areas such as that are considered highly acidic. Acidophiles are able to survive in highly acidic environments due to their membrane system which pumps out protons into the intercellular space; the result helps keep the cytoplasm at or around a neutral pH. Due to this process it is not necessary for intracellular proteins to develop acid stability.

Certain acidophiles such as Acetobacter aceti utilize an acidified cytoplasm, this forces out nearly all of the proteins in the genome to get to acid stability. The Acetobacter is a great way to understand how proteins can obtain acid stability. Many studies focused on acidophiles have shown a few mechanisms by which the acidophiles obtain a steady amount of acid inside them. In most stable acid proteins there tends to be too much acid residue which affects low pH stabilization created by a buildup of positive charges. Other ways acidophiles survive is by minimizing the solvent accessibility of acid residues, or by binding the metal cofactors.

Acidophiles are incredible at adapting to harsh environments. It is notable that acidophiles can survive in an impressive amount of harsh and unwelcoming environments that humans couldn’t imagine or physically stay alive in.

Alkaliphiles by K. T.

Did you know harsh environments can sustain living organisms? These organisms are known as extremophiles. The definition of an extremophile is “a microorganism, especially an Archaean, that lives in conditions of extreme temperature, acidity, alkalinity, or chemical concentration.” (Dictionary, Definition of Extremophiles, google.com). Within extremophiles are classes, such as alkaliphiles. These species are known to grow around a pH of 10. Certain microbes qualify as this specific class.

An alkali bee with nesting hole. These bees thrive in highly alkaline soils, with pH around 10.

Alkali bees are a suitable example for an animal that can survive a harsh environment. Alkali bees dig nests underground looking for salty soil, this is categorized as an haloalkaliphile. They create a strategic arrangement of tunnels to lay eggs in safety. Their lifestyle is isolated and not livable for other creatures, but they adapt to it quite easily, since it is in their nature to do so (Alkali Bees, fs.fed.us.com).

Other categories known are the obligate and facultative alkaliphiles. Obligates require a very high pH to survive, and facultative are able to survive in high pH climates, but also are adaptable to normal conditions (en.wikipedia.com, Alkaliphile). Alkaliphiles are still currently being discovered and not very much is known about them in this present day. Even though there is little information, the research continues to explore more about the adaptations and creatures surviving under these harsh, unlivable climates.

Clostridium by S. E.

Clostridium is an anaerobe, a type of extremophile which can survive without oxygen, metabolizing on their own without external energy (oxygen). They are also a genus of Gram-positive bacteria, which means they change into a certain color when exposed to a staining method introduced in 1884 by Hans Christian Gram. Clostridium is commonly known in the medical world because this specific type of anaerobe is known to cause and accelerate human pathogens by infecting the intestinal and digestion tracts by overproducing healthy fiber, overloading the dietary system; often appearing as Clostridium perfringens (food poisoning) or Clostridium tetani (tetanus) in the body, this genus can cause many infections which, like the latter condition of tetanus or lockjaw, can sometimes be fatal.

Clostridium frequently exists in airtight containers, as it is able to survive anaerobically, or without air, causing food poisoning to those who eat canned goods infected by this anaerobe. A prokaryote, or a bacterium lacking sophisticated internal systems, Clostridium is sometimes classified as a disease. As for anaerobes in general, other substances and energies than oxygen are used in metabolism and respiration, such as nitrates. They do best in regular body temperature environments, unlike other extremophiles which can survive in severe temperatures.

Clostridium, a type of anaerobic bacteria that can thrive without oxygen in airtight containers. If it gets into foods, it will produce toxic byproducts that cause food poisoning.

Clostridium strains cause disease and infection by secreting toxins in lysis, the organelle process in which the cell membrane is ruptured by viral infections. In closing, Clostridium is a bacterium, often rod shaped, and the cause of toxins that can be potentially fatal and are often very resilient due to their status as anaerobes.

Halophiles by N. D.

Halophiles are a type of extremophile that thrives in environments with high concentrations of salt. The name “halophile” comes from the Greek words “salt loving.” Halophiles mainly live in evaporation ponds or salt lakes. Some examples are The Great Salt Lake, Owens Lake, and the Dead Sea. Those bodies of water contain a salinity of 33.7%. That’s about 10 times saltier than any ordinary seawater. That amount of salt allows halophiles to thrive in their environment.

Halophiles are chemoheterotrophs, using light for energy and methane as a carbon source under aerobic or anaerobic conditions. Halophiles contain proline, amino acid derivatives, polyols, sugars, and methylated sulfur compounds. Halophiles are a very complicated and detailed organism that is difficult to study. Most halophilic and other salt eating animals use energy to remove salt from their cytoplasm. Normally, organisms living in salt would lose water and die because of osmosis—other than halophiles.

The Spiral Jetty in the north arm of the Great Salt Lake. The pink color of the water is caused by a halophilic bacteria that stains the water pink.

Halophiles are categorized by the levels of salt on which they grow best: slight halophiles, moderate halophiles, and extreme halophiles.

Hyper Piezophiles by L. M.

Hyper Piezophiles are organisms that survive and reproduce in high pressures in the depths of the ocean or deep underground, also known as the deep biosphere. In order for these organisms to live in these extreme environments they develop various mechanisms to prevent the effects of the elevated pressures they live through. They live more than 1000 m below sea level, which has a hydrostatic pressure greater than 10 MPa. In the deep biosphere there is lack of light and nutrients and very little organic materials.

When piezophiles are isolated they can be divided into thermopiezophiles and psychropiezophile. Pyroccus yayanosii strain CH1 is the only known thermopiezophile and is found in hydrothermal vents. Hydrothermal vents are splits in the ocean’s floor where water is geothermally heated up to 400°C and emitted and then results in eutrophic, microbial dense communities. Psychropiezophiles are found in the depths of the ocean also, but in areas that are not heated by geothermal energy that reaches about 2°C.

Osmophiles by B. H.

There are probably a lot more creatures living in your food than you think. Osmophilic organisms are adapted to live in areas with high sugar like jam or honey. The adaptations that osmophilic organisms have are they can make glycerol to balance their internal and external osmotic pressure. They can also shrink their membranes to keep the glycerol in their cells. Yeasts are common osmophilic organisms you might discover in foods containing high amounts of sugar. Some types of yeast, molds, and bacteria are osmophilic.

Osmophilic organisms are some of the only organisms that are adapted to live in high osmotic pressures. A lot of different foods have sugar in them because the sugar will suck up all the water around it, making it a great food preservative. I don’t know about you but I know that now I will look at food totally differently and will be more careful about what I eat. I don’t want to get sick or even risk getting sick. The bacteria that lives in your food can be either good or bad; be sure you are not eating a bunch of bad bacteria.

Too Hot to Handle: The Weird World of the Pompeii Worm

by J. W.

The Pompeii worm lives at hydrothermal vents in the deep ocean under high pressure, with extreme heat at its head and cold at its tail

Imagine living comfortably in 140-degree water. Seems impossible, right? Not for the Pompeii worm. Discovered by marine biologist Craig Cary and his colleagues in 1997, the Pompeii worm (scientific name Alvinella pompejana) is a species of deep-sea polychaete worm, or “Bristle Worm.” Pompeii worms can reach up to 13 centimeters in length. They have a feather-shaped head and tentacle-like gills, colored red by hemoglobin. Pompeii worms live in tubes near “black smokers” — hydrothermal vents on the Pacific seabed that emit a substance comparable to black smoke. These worms are extremophiles, organisms that can live comfortably under multiple extreme conditions. For the Pompeii worm, those conditions are extremely high pressure and temperatures.

In fact, the Pompeii worm is known as the most heat-tolerant animal on Earth. Alvinella pompejana can survive at sustained temperatures of 105 ° C (221 ° F) for short periods of time, but it is most comfortable in temperatures ranging from 40 to 60 ° C (113 to 140 ° F). Pompeii worms like to keep a cool head– while they rest their tails in water with temperatures as high as 80 °C (176 ° F), they rest their heads in cooler water, at temperatures around 22 ° C (72 ° F).

The Pompeii worm’s abilities to withstand the heat are linked to heat-stable ribosomal DNA and a symbiotic relationship with bacteria. The worms have hairy-looking backs; these “hairs” are actually colonies of bacteria, which feed off of mucus secreted from glands on the worm’s back. This layer of bacteria can be up to one centimeter thick! The bacteria are thought to provide insulation for the worm, thanks to eurythermal enzymes that protect the bacteria– and thus, the worm– from extreme temperatures. It’s clear– no one can take the heat like the Pompeii worm.

Extremophiles: Snottites by S. S.

Snotticles hanging from the ceiling of a cave in New Mexico. The mucus-like material is created by an extremophile that lives in the caves without light and is chemotrophic.

Extremophiles are organisms that live in extreme conditions. An example of an extremophiles is Picrophilus torridus, it is a thermoacidophile adapted in hot acidic conditions. It was found in soil near a hot spring in Hokkaido, Japan. Snottites or Snoticles are another extremophile that are found in caves hanging from the walls and ceilings. They have the consistency of nasal mucus and look like drips. Snottites got thier name by Jim Pisarowicz in 1986. They get their energy from chemosynthesis of volcanic sulfur compounds including H2S and warm water solution dripping down from above. Because of this their waste is highly acidic with similarities to battery acid. Diana Northup and Penny Boston brought attention to snottites while studying in a toxic sulfur cave called Cueva de Villa Luz in Tabasco, Mexico. Northup says that at certain times of the year the slime makes the walls look like they have been silvered, she says that “it’s just breathtakingly gorgeous.” Some cave systems Snottites are found in are the Frassasi caves in Italy, Grotta di Rio Garrago, and Cueva Luna Azufre.

Tardigrades by S. W.

Tardigrades are incredible and extremely resilient microscopic animals. Although they look soft and puffy, they are actually covered in a tough cuticle closely related to that of a grasshopper. First discovered in 1773 in Germany by J.A.E Goeze, these tiny extremophiles were named “Kleiner Wasserbär” or “little water bears” in English. In the grand scheme of time, Tardigrades were discovered a long time after the start of their existence. Scientists have traced them back to roughly 4 million years before the oldest of our found dinosaurs.

As of today, roughly 1,300 species of Tardigrade have been found and can be properly classified each of which share some similar features. All Tardigrades have four to six claws on each of their eight feet used to easily allow them to cling to plant matter. They all have a mouth-like structure known as a buccopharyngeal apparatus used to suck in nutrients from plants and other microorganisms.

A tardigrade, or little water bear. These microscopic creatures like wet, mossy environments but can survive extreme dryness lasting years by rolling into a ball which preserves moisture. They are protected from radiation by a layer of protein on their cuticles.

Tardigrades have been nicknamed “Moss Piglets” due to their preference to live in mossy areas with lots of fresh water moisture and their slight resemblance to tiny, grey pigs. Although they prefer wet areas, Tardigrades have been proven to thrive even in desert sand dunes because they keep an extremely thin yet useful layer of water around their bodies at all times. Because they keep themselves moisturized so well, Tardigrades can actively survive without food or water for up to thirty years.

Tardigrades have incredible resilience to many different substances. They have a unique protein in their bodies called a Damage Suppressor or “Dusp” in shortened terms. This amazing protein protects them against extreme radiation which can be present in soil, water and around plant life. These damage suppressing proteins also allow them to survive at a temperature of up to – 328 ° F (- 200 ° C) or beyond boiling, in pressures six times harsher than in the deepest of our ocean’s trenches and they can withstand the cold vacuum of outer space for an impressive amount of time. Although it may seem so, these tiny superbeings are not immune to everything. They are very sensitive to acidity. Even the lowest levels of acidity can kill them almost instantly.

Known also as “masters of cryobiosis,” Tardigrades can practically freeze themselves in time and wait for unsafe conditions to pass by. Cryobiosis is a state of complete inactivity triggered by a lack of moisture. Tardigrades can squeeze themselves into tight balls tucking down their heads for protection. This allows them to release moisture through their skin like a living microscopic sponge. When their surrounding conditions improve, Tardigrades can quickly consume moisture and revive themselves.

Thermophiles by C. L.

Alicyclobacillus acidocaldarius are a thermophile species. These creatures can inhabit an environment with a higher temperature than most species can survive in. The first species of alicyclobacillus were found in the geysers in Yellowstone National Park, and also found in fumarole soil, which is an opening near a volcano in which hot gasses come out. They can be found in Hawaii’s Volcano National Park. Scientists decided that it should be classified as Bacillus acidocaldarius in 1971, then later on figured out that studies showed it to be from a different and new species called Alicyclobacillus. They live in acidic and high temperatures. Thomas D. Brock was one of the first scientists to categorize this species. The temperature in which Alicyclobacillus can grow at is 60-65 ° C, and optimum pH it can grow at is 3.0-4.0, which is a significant amount of acid. Over time they have adapted to the high acidic levels of their environments.

Grand Prismatic Spring in Yellowstone National Park. The rainbow of colors is created by different species of thermophilic bacteria that can live in the varying temperatures and high acidity of the water.

Hyperthermophiles by R. R.

Hyperthermophiles were first discovered by Thomas D Brock in 1965, isolated from the hot springs in Yellowstone National Park. There are now 70 species of Hyperthermophiles. The most extreme living on the walls of deep sea hydrothermal vents, a place one would normally see as impossibly habitable. What gives hyperthermophiles this incredible ability to endure and even thrive at such high temperatures actually has something to do with their protein molecules and cell makeup. Their protein molecules, which show hyperthermostability, allow them to maintain structural stability and function at high temperatures. These evolved hyper thermostable proteins allow chemical reactions within the organism to proceed faster at higher temperatures. Hyperthermophiles also contain high levels of saturated fatty acids in their cell membranes which allow them to retain their shape at their preferred temperature.

Hyperthermophiles live in hydrothermal vents, which are created by volcanic activity and tectonic plate movement. It is a fissure on the seafloor from which geothermically heated water comes from that can reach temperatures above 700 °F in some cases. There are two types of hydrothermal vents, black smokers and white smokers. Black smokers emit particle laden fluid that are made up of fine-grained sulfide minerals formed when the hydrothermal fluids mix with the very cold sea water surrounding the vents. White smoker vents have lighter minerals emitted and lower temperatures than that of black smoker vents. The mineralized fluids from this type of vent are rich in calcium and sulfate-rich and form carbonate deposits. Any creature able to withstand and thrive in such an environment is astounding.

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3D Printing Mars Terrains Using MOLA Data

Version 2

Five Mars models

3D printouts of sections of Mars using the Mars MOLA terrain data from NASA’s Planetary Data System Geosciences Node. The sections are, from upper left clockwise: Kasei Valles, Gale Crater, north of Argyre Planitia with Holden Crater, Mons Olympus and Tharsis Plateau, and Jezero Crater.

As a teacher or Mars enthusiast, have you ever wanted to 3D print custom Mars terrains? For example, as the Mars 2020 Perseverance rover prepares to land in Jezero Crater on Feb. 18, 2021, would you like to print out a 3D model of the crater or other places on Mars? This post will teach you how to do just that using a recent version of Adobe Photoshop, an online 3D program called SculptGL, and your favorite slicing and 3D printing software/hardware.

I have written previously about using Mars MOLA altitude data in your science classroom. To get the highest resolution .img files of Mars into a usable format for printing, I recommended using a small utility program from the National Institutes of Health called ImageJ, which allows you to open the .img files and resave them in various formats if you know the exact pixel dimensions and bit depth of the data. I have created a video of the first version of this process using ImageJ on my YouTube channel created three years ago; it can be found at: https://youtu.be/kzdO9PANu_8.


The NASA webpage for the Mars MOLA data. It is part of the Planetary Data System (PDS) Geosciences Node at the Washington University in St. Louis. You want to select the Mission Experimental Gridded Data Records (MEGDRs) link.

I have recently purchased a new Mac computer running MacOS 10.15 Catalina, and have not found a way to get ImageJ to work on this machine (if you know how, please let me know). I have purchased updated Adobe software including the newest version of Photoshop and have experimented with methods for getting the MOLA data into a 3D model using Photoshop’s new 3D features. It cannot read the .img MOLA data files directly, so I have had to use another source. The results have been good, although I have usually had to run the models through another program to flatten the vertical exaggeration and provide a supporting base before I can successfully print them on my 3D printer.

MOLA data grid

The high resolution MOLA data grid, at 128 pixels per degree or about 1 pixel every 30 meters. For 3D printing, you will want to use the Topography data. Each quadrant is named by the latitude and longitude of its upper left corner. The grid itself shows the coordinates of the upper left and lower right corners. You will need to look at the .lbl metadata file to see the exact number of data points for rows and columns and the bit depth (16 signed) for each pixel in order to open it in ImageJ.

This post will work you through the steps, including where to find the data, how to turn it into a 3D model, and how to prepare it for printing. The end results, when printed with color-changing PLA filament, have been quite successful.

Step 1: Finding the Data:

The high resolution MOLA data is located at the Planetary Data System Geosciences node at the Washington University of St. Louis (WUSTL) at this website: https://pds-geosciences.wustl.edu/missions/mgs/mola.html. You will need to click on the Mars Experiment Gridded Data Record (MEGDRs) link to get to the actual data, then scroll down to the bottom of the page to find the highest resolution data set, which is 128 pixels per degree on Mars, or about one pixel every 30 meters. The best data for 3D printing will be the topographic data, or files beginning with “megt.” The numbers after give the the latitude and longitude of the upper left corner of the section, so you will need a map of Mars to know what area you want to download. For the MOLA data, Mars has been divided up into a a 4 x 4 grid with 16 sections. Clicking on the megt-.img file you want will start the download process. These files are fairly large, so it will take a few minutes.

If you are having trouble getting ImageJ to work for you, a less detailed grayscale image of all of Mars is available here: https://astrogeology.usgs.gov/search/details/Mars/GlobalSurveyor/MOLA/Mars_MGS_MOLA_DEM_mosaic_global_463m/cub

Site for full Mars heighmap-s

Web page for the lower resolution full Mars data. If used in Adobe Photoshop, the file will have a bi-gradient problem due to elevations lower than martian “sea level” having a negative value. This problem is easily fixed.

This map has a resolution of 463 meters per pixel but is still good for 3D printing. The colored prints of Jezero Crater, Tharsis Palteau, Gale Crater, Kasei Valles, and north of Argyre Planitia came from this image and had to be reduced in size even more before printing. The file is a 2 GB .tif, and if loaded into Adobe Photoshop will show a bi-gradient problem that I will discuss how to fix below.

Step 2: Loading and Converting the Data:

To use the data in ImageJ, you will need to look at the megadata file, or .lbl file. It will tell you that each grid has 5632 rows and 23040 columns and that the data is 16-bits per pixel and signed, meaning that there is an arbitrary “sea level” in the data with positive and negative values above or below that line. Once the .img file is downloaded, it can be loaded into ImageJ using File-Import-Raw. Choose the file you have downloaded, and it will then ask you for the columns (23040 in the newer data, 11520 in older versions) and rows (5632). Choose “16-bit Signed” from the Image Type pulldown menu, 0 for the offset, 1 for number of images, and 0 for the gap. Leave all the checkboxes at the bottom unchecked and click OK. Your section of Mars will then load and show as a grayscale heightmap. You can then save the file as a PNG.

PS menu for 3D terrain-s

Menus in Adobe Photoshop for converting a grayscale image (such as the MOLA data) into a 3D model. Choose “Solid Extrusion” from the final menu.

Step 3: Creating a 3D Model:

Using MOLA data through Image J: The file will be too large for most 3D printers and software to handle, so I recommend cropping it inside Adobe Photoshop. Before Photoshop had 3D tools, I previously used a program called Daz3D Bryce to load in the cropped image and create the 3D model. I could apply an altitude sensitive gradient texture to the model and render out images and animations, such as the one shown here of the nothern Argyre river channels through Holden Crater. However, Photoshop can now create 3D models directly.

North ARgyre render

A 3D render of MOLA data showing the area north of Argyre Planitia, with Nirgal Vallis and Holden Crater.

To do this, load in the entire section image and crop it to the desired area. You may want to experiment with the resolution of the final image depending on how much data your 3D printer can handle. I had to reduce it somewhat. I then choose the 3D menu, then “New Mesh from Layer,” then “Depth Map to . . .” and choose “Solid Extrusion.” The grayscale image will be converted into a 3D model that can be saved as a WavefrontOBJ. This model will have its vertical scale exaggerated, so you will need to reduce its height, which I do in a free online browser-based program called SculptGL (see below).

PS model of Gale-s

This is the grayscale image of Gale Crater converted into a 3D model in Adobe Photoshop. It’s height is exaggerated and will need to be reduced in SculptGL.

Using the Lower Resolution Image: If you are using the lower resolution image of Mars and not ImageJ, you will need to solve the bi-gradient problem before converting it into a 3D model. To do this, load the entire Mars .tif file and crop it to the area you wish to print. You will see that the low-lying areas of Mars have a light gradient and the high altitude areas have a dark gradient and the edge between them is the arbitrary sea level of Mars. This is caused by the fact that the original data has negative altitude numbers, which Photoshop cannot handle (what is a negative gray, anyway?) so it converts the negative numbers into positive numbers.

To solve this, use the Magic Wand tool, making sure to uncheck the anti-aliasing checkbox and to set the tolerance to about 50 and to turn off contiguous. Then click on the lighter gradient area. The entire light gradient should be selected. You can save this selection if you want, but should not need to.

Low area gradient-s

To solve the bi-gradient problem, you will need to use the magic wand set to a tolerance of 50 and with anti-aliasing and contiguous turned off to select the light areas. Then choose Adjustments-Levels and set the white output slider to 128 and the dark input slide to the edge of the curve to stretch out the light gradient.

Go into the Image-Adjustments-Levels window and move the white Output Levels slider to 128. Then take the dark slider in the Input Levels area and move it over to the edge of the light curve, somewhere around 240. Keep the midtones slider at 1.00 and the white slider at 255. You will now see the light gradient areas (low-lying sections of the model) turn into a dark gradient.

Now invert your selection, which should now select all of the dark gradient high-altitude areas. Go into the Image-Adjustments-Levels window again and move the black Output Levels slider to 128 and the white Input Levels slider to the edge of the light curve, which could be somewhere between 12 and 80. Keep the midtones slider at 1.00 and the black slider at 0. You do not want the highest elevation areas to “bloom” white or you will get a plateau, so it may take some adjustment to get the best range of colors. The dark gradient high areas will now become a light gradient. If you use the eyedropper tool and click on a pixel next to the sea level (right by your selection marching ants) and go into the color picker, you will see that the pixels on both sides register an RGB color of (149, 149, 149) or so. This procedure should eliminate any strange ridge effect at the boundary between the gradients.

High area gradient-s

Here are the settings for fixing the dark (high altitude) gradient area. Inverse your selection from the first fix, then choose Adjustments-Levels again and set the dark output slider to 128 and move the white input slider over to the edge of the curve as shown. You can then deselect and save. The heightmap is now ready to turn into a 3D model as shown above.

You can now deselect, change the resolution if needed, and convert the corrected image into a 3D model as outlined above.

Step 4: Reducing the Vertical Exaggeration and Adding a Base:

SculptGL is a free browser-based program similar to Sculptris. It can be used to model a sphere or other object as a virtual ball of clay, with very impressive features. Check out some YouTube tutorials and play around with this program; you will love it! It can also modify existing .STL or .OBJ files.

PS Gale model in Sculptg-s

Gale Crater obj model in SculptGL. It needs to have its height flattened using the Transform tool.

To flatten the Mars model, choose “Scene” and delete the scene to get rid of the ball of clay. You can then load in your Mars .OBJ file. On the right side of your screen is a pulldown menu listed as “Tools.” Choose “Transform” at the very bottom of this menu. A transforming tool will appear next to your model. Choose the blue box, which will change the size of the Z axis (depending on the orientation of your model) and push the box in so that the height of the model will be more realistic. Be careful not to rotate the model. You will probably want to save your model at this point under Files – Save .OBJ or Save .STL depending on your preference. This will save a higher resolution version of the model.

Gale after flatten-remesh-s

Gale Crater model in SculptGL after flattening and remeshing. Choose the Topology pulldown menu, change the resolution to about 250, then click on the Remesh button. This will reduce the resolution of the model and make it printable. You will then need to build a base on it by adding a cube, merging the models, and exporting as an .STL or .OBJ for printing.

Depending on your printer’s capacity, you may need to reduce the resolution of this model by going to the Topography tab on the right side, then move the Resolution slider above “Relax topology” to the right to around 250 (higher if your 3D printer and slicer can handle it) and click on the Remesh button. The model will become less detailed but won’t choke your printer.

Gale Crater print

3D print of Gale Crater using a color changing filament. My layer height was .27; a smoother model with less terracing can be achieved with thinner print layers.

It may be, depending on the range of your gradients in the original image, that your deepest areas cut all the way to the bottom of your model. If so, you may want to add a base plate to your model to prevent it breaking in two when you remove it from your printer’s build plate. To do this, choose Scene-Add Cube and use the transform tool to shrink and move the cube so that it is just barely touching the bottom of your Mars model. Your deepest crater should show a pixel of peach color in its deepest recesses. Hold down shift and select both models, then choose Scene-Merge Selections to create one final model. Export it and you are now ready to slice and print it.

Step 5: Printing the Mars Terrain:

These steps depend on your slicing software and 3D printer. Supports will not be needed. As a suggestion, try using some rapid color-changing PLA filament. This will give you the appearance of a topographical map; I used a silky textured rapid color-changing filament successfully to create the models shown here. I had my layers set to .27 mm; if you choose smaller layer thickness, you will get a smoother model but longer print times.

Kasei Valles model

3D print of Kasei Valles on Mars. The color changing filament provides a nice topographic map effect. You can see the terracing because my layers are .27 mm thick. You can get smoother results with thinner layers, but some terracing will always be there unless you tip the model at 45 degrees.

An option to try if you want better smoothness in your elevations is to use 3D software to tip the model at a 45 degree angle, build a frame around it, and create supports. You will get less of a topographic levels effect this way, but you will not be able to use color-changing filament to as nice of an effect. In the model shown here, the resolution of the Kasei Valles model was low but the stand and frame worked well.

One final point to consider is that 3D printers will tend to trap in on negative areas, such as craters and river channels or the canyons of Noctis Labyrinthis in the printout of the Tharsis Plateau, so that they become thinner than they should be. This is a common problem with any kind of printer, 2D or 3D, and why you need to make letters thicker than you expect when printing reversed white letters on a dark background. I do not know how to fix this in my 3D prints without making the models inaccurate. Let me know if you come up with a solution.

You can use this process for the Lunar LOLA data, also stored at the PDS Geosciences node to make models of the moon, which we will be using for our ExMASS program participation this fall. For Earth features, I use the USGS EarthExplorer website to download features such as this image of the Book Cliffs in Utah and 3D print them using this same procedure. I printed out a section of the Grand Canyon with the Kaibab Plateau that forms the North Rim in purple and the bottom of the inner gorge in yellow using the color change filament.

Jezero Crater print

3D print of Jezero Crater on Mars, where Perseverance will land in February 2021. The river inlet in the upper left area of the crater is hard to see because of the trapping problem mentioned – thin channels tend to become closed off and thinner than they should be since the filament tends to expand slightly as it prints. The delta deposits next to the landing ellipse are just visible at the mouth of the inlet channel.

I created a Powerpoint of this process which I presented at the virtual 2020 International Science and Engineering Fair and at a virtual training session for teachers for the Greater New Orleans Science and Engineering Fair. It may be useful for you in preparing your students for 3D printing of Mars, moon, Mercury, and Earth terrains. I hope you enjoy the process and get some good results. Feel free to experiment and, as always, let me know how it goes.

Here is a .pdf of this process that was saved from the Powerpoint I created for the ISEF and GNOSEF presentation:

Using 3D terrain models-GNOSEF-s

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An Interview with Dr. Chris McKay

Astrobiologist with NASA Ames Research Center

Chris Mckay with name-s

Frame capture of Chris McKay from a video on astrobiology done for NOVA titled “Finding Life Beyond Earth.” It is well worth checking out.

Dr. Christopher P. McKay holds a PhD in AstroGeophysics from the University of Colorado, Boulder and his research interests focus on the evolution of our solar system and the origin of life. He studies life in extreme conditions that are similar to what exist on Mars, including the Atacama, Namib, and Mojave Deserts and the dry valleys of Antarctica. He has been a co-investigator on several instruments that have flown to Mars and is active in planning future Mars missions, including the proposed Icebreaker Life mission.

Chris McKay still

Dr. Chris McKay during our interview at the Desert Studies Center in the Mojave National Preserve near Baker, CA in March 2012.

The following interview was conducted at the Desert Studies Center in the Mojave National Preserve near Baker, CA in March 2012. It was at the end of a week-long field study of biological soil crusts in the Mojave Desert conducted by researchers from the California State University system, NASA Ames, the Astrobiology Institute, and several other groups. I was there as a practicing science teacher through my participation in the Mars Education Challenge sponsored by Explore Mars, Inc. At the time of this interview, the Mars Science Laboratory (Curiosity) was on its way to Mars. NASA was developing the Space Launch System with a plan to send it and the Orion capsule to a small asteroid as a test mission.

Chris talking

Dr. Chris McKay at the Desert Studies Center on Zzyzx Road near Baker, CA; March 2012.

David Black 0:48

Thanks for being willing to do this.

Chris McKay 0:50

No problem.

David Black 0:51

Okay, so first question. What’s your background? How’d you get into astrobiology and into working with NASA, NASA Ames.

Chris McKay 0:59

I think got interested in astrobiology, it wasn’t even called that, when Viking landed on Mars. Here was a very sophisticated spacecraft, lands on Mars searching for life, and the signal that it sends back to Earth can really be summarized as, well, all the elements needed for life are here, but there’s no evidence of life. I took a sort of “lights are on but nobody’s home” message. I got real interested in that I was a student at the time, started following up on what does this mean for Mars, and that got me into life and then started sitting in on microbiology classes. And then NASA Ames had a summer program for students and I went there for the summer and that really got me involved in the astrobiology perspective. And as a result of that summer program, I ended up doing fieldwork in Antarctica and that got me turned on to life in extreme environments and how places on earth could be used as models for life on Mars. And I’ve been doing that ever since.

David Black 2:03

What did you study in college?

Chris McKay 2:05

I was in graduate school at the University of Colorado and I was in an astrophysics program. And when I entered graduate school, I had no idea that I’d end up veering toward astrobiology. It was – it sort of took me by surprise.

David Black 2:19

Is it more correct to say astrobiology or exobiology?

Chris McKay 2:28

Well, in the late 90s, they decided to invent something called astrobiology, so that they could go to Congress and say we have a new program give us more money. So, conceptually, it’s the same thing we’ve been doing for many years.

David Black 2:42

What are the differences, if any, between astrobiology and exobiology?

Chris during interview

Dr. Chris McKay during out interview in March 2012.

Chris McKay 2:52

Well, there’s a lot of overlap between what used to be called exobiology and what’s now called astrobiology. I – I think the difference is semantics, at least in terms of the things I’m interested in, it didn’t change. I was interested in what we now call astrobiology starting as a graduate student in the in the early 80s. So there’s been a continuity of intellectual pursuit in terms of what I’ve been working on. And we used to call it exobiology and now we call it astrobiology, whatever.

David Black 3:24

So lately, though, the public attention and – and at least some hope seems to be rising that astrobiology will soon be achieving real results.

Chris McKay 3:35

There’s a lot of growing interest in astrobiology and I trace it back to a couple things. First, the discovery of the nature of the early universe and star formation and dark matter all those things. Second, the discovery of extrasolar planets, planets around other stars and then finally, there was also coming back from Mars, including the Mars meteorite of many years ago, which has since proven to be not as scientifically valid as we once thought, but it sparked interest in the notion of life on Mars. And then, right on the heels of that announcement came a series of Mars programs, rovers and the Phoenix lander, which really continued to capture the attention and keep the spotlight on Mars.

David Black

What’s our best chance for finding evidence of life outside of the earth?

Chris McKay

Well, there’s three places where we might find evidence for life, Mars, Europa, the moon of Jupiter, and Enceladus the moon of Saturn, those three places. I think it’s a fair bet on which one is going to be the most likely to give us a first sign of life. Mars is close. We have evidence of water but it looks like the evidence of life may be hard to get to. Europa, we have clear evidence of water, but it’s deep below ice, it’s not clear we’re going to get access to any evidence of life on the surface anytime soon. Enceladus, much smaller, maybe younger in terms of its biological activity, but the samples are coming out in a plume and we know there’s organics in there. So it’s interesting as well. It’s hard to predict which of those three worlds is going to be the one that’s going to be most interesting.

David Black

If you were to design a probe yourself, where would it go and what would it do?

Chris McKay

If I was building a probe in the McKay Rocket Company, we would fly through the plume of Enceladus, get a sample, analyze it for biological organics, and bring that sample back to Earth.

Chris with methane lake -s

Chris McKay standing (supposedly) on the shore of a methane lake on Titan. This is a still from the “Finding Life Beyond Earth” video for NOVA. Chris told me that to film this, the video team took him to Lake Mead, then added in the orange methane clouds and Saturn with its rings in the background. They had hime walk to the shore and dip his hand in the water, which became liquid methane on Titan.

David Black

How would such a mission be able to bring back samples?

Chris McKay

Well, the hardest part of such a mission is the long trip going to Saturn and then once you reach Saturn slowing down so that you can fly through the plume, at a relatively slow relative speed so that you don’t destroy the samples from the impact velocity, and then the long trip home bringing the sample back home. So those are the challenges on such a mission. They’re things we know how to do, that just require fairly complex systems to do it.


Image from the Cassini probe of plumes jetting from cracks in the surface of Enceladus near its south pole. Instruments on Cassini confirmed that these plumes were mostly water and contained organics, two of the necessities for life.

David Black

What are some recent concepts for exploring whether life can survive on the moon and Mars?

Chris McKay

We are working right now on a concept to grow plants on the moon. Well we want to do is just send seeds and just grow them for a week or so so that they germinate. So that’s our first step germination under lunar gravity and lunar radiation.

David Black

So the sample would be sealed?

Chris McKay

That’s right. The sample would be completely sealed. When we landed on the moon, water would be injected and the seeds would start to grow.

David Black

With Earth soil, Earth water, and seeds, right?

Chris McKay

We probably wouldn’t use soil, we probably use a filter paper and the seeds would be impregnated into the filter paper. And when we landed on the moon, a little jet of water or earth, water would be injected into the container, and they would start growing, the only thing we’d be testing is growing in lunar gravity and lunar radiation, everything else would come from Earth, the air, the water, the chamber, the plants would all be Earth, but it would be growing in the lunar environment. And what we’d have is thousands of duplicates growing in the Earth environment for comparison.

David Black

What would be the advantage of doing that?

Chris McKay 7:37

But it would tell us whether plants can grow in lunar gravity. We don’t we don’t actually know that right now. We know plants can grow in Earth’s gravity. And we know that plants can grow although differently in zero gravity, but we don’t have any data at intermediate gravities, Moon or Mars gravity. And that’s we are assuming that plants will grow fine, we assume that Mars gravity or moon, gravity will be all right. But we don’t know that. So it’ll be the first direct evidence of that effect. And in addition to the gravity, there’s the radiation environment. And there’s some speculation that gravity and radiation might somehow have interacting effects, which could alter patterns of development. And growing a plant from seed will be the first test of that.

David Black 8:27

And then ultimately, to do something similar on Mars?

Chris McKay

Right, once we’ve demonstrated that we can do a plant growth plant germination experiment on the moon, I would then push for doing it on Mars. It’s further, it’s harder, more expensive, but it’s ultimately the place where I really want to grow plants.

Chris McKay smiling

Dr. Chris McKay, astrobiologist at NASA Ames Research Center.

David Black

Given how difficult it is to get this kind of funding from NASA, using the support of private corporations is the future of space exploration. What are some of the possibilities and some companies you’ve worked with?

Chris McKay

I think that that space exploration is in transition right now. It’s in the transition from a completely government dominated government controlled enterprise into a mode where government is a customer, but one of many customers. And the private sector is providing Launch Services to ships, the airplanes the equivalent of. And so we’re moving into a system where companies will provide the rockets, and NASA will be a customer on that. There may also be a mode in which cost of experiments get down low enough that we can look for private sponsors, we can go to a foundation and say, Would you be interested in doing a plant growth experiment, and the costs may come down to the point where private foundations could support those kinds of experiments.

David Black

For example, X PRIZE sponsoring the next moon landings.

Chris McKay

Exactly. An example of all this is the Lunar XPrize where Google is putting up significant money to sponsor companies to do organizations to do lunar missions. That’s a definite change in paradigm from the way we used to do lunar missions, which are all always state space agencies. Government funding,

David Black

Would you be in favor of a quick and dirty sample return mission to Mars?

Chris McKay 10:30

Well, to me, the first sample return mission should be a simple one, it should land it should grab some soil and it should bring it back and it should do the whole thing quickly, easily and in one opportunity, and at low cost. After we’ve done it once a simple one a demonstration and engineering tests so to speak, then we can do more complicated, more sophisticated missions. But if we set our sights too high, we’re never going to get there. We need to set our goal for simple, near term sample, the same way we did rovers, the first rover to Mars was the size of a shoe box, and just went a few meters. That was it. It couldn’t have couldn’t do much it didn’t have high scientific goals. But then the next rover was bigger and more capable and our rovers even more bigger and more capable. And then we have to take the same approach the sample return, the first sample return, gotta be simple, direct. And then from there, we build up the capability to more.

David Black 11:28

The current plan for a Sample Return scenario is too complicated?

Chris McKay 11:35

Too complicated – too complicated, too expensive, and it’s never going to happen. And that that kind of logic of this complex sample return mission derives from a notion that we’re only going to do one would be like saying, well, you’re only going to ever get one rover on Mars. Well, then, of course, the rover ends up having to be a big giant, fancy rover that does all these things, but that’s not the way we do things. It’s not the way we’ve done things and it’s not the logical way to do things. A logical ways to do something small and simple first, and then build on that experience and do ever more complicated missions. Why? Why wouldn’t we want to take that same approach to sample return?

David Black 12:12

We’re sending a very complex rover now.

Chris McKay

Exactly. This is the fourth rover to go to Mars. We would not have sent this as the first rover.

Chris explains lake-s

Still from “Finding Life Beyond Earth” a video on astrobiology created for PBS’s NOVA. In this image, Chris McKay is explaining the liquid methane lakes on Titan, the largest moon of Saturn. Methane falls in large globules as rain on Titan, flows in river channels, and ends up in lakes. There is a possibility that with so many organic compounds, life could have evolved there although it is very cold. When the Huygens drop probe descended to the surface of Titan, it landed in a lake bed.

David Black

So we’re out here in the middle of the Mojave Desert. Why are we coming here to study astrobiology?

Chris McKay 12:34

Deserts are particularly relevant for the study of life on Mars because Mars is a desert world. So when we study deserts on Earth, we see many of the chemical and biological processes that we think are happening on Mars. We see oxidants in the soil, we see challenges in the preservation of organic material, we see life trying to adapt at very low levels of moisture. These are all themes that keep occurring when we think about life on Mars. And so deserts in a way provide us a way to hone our analytical skills, test our instruments, learn what we’re doing. So when we go to Mars, we have a better idea of how to proceed.

David Black

So this desert is a feasibility study.

Chris McKay

It’s like a training study. We’ve tested out Mojave, if we can’t get it to work in the Mojave, we’re not ready to send it Mars.

David Black 13:24

So we’re looking specifically at these biological soil crusts. In what ways would they point the way towards what we could find, especially on Mars?

Chris McKay 13:37

While we could imagine that at one time, Mars was wet enough that biological soil crusts could have formed. There also, these crusts are also very interesting here on Earth in terms of maintaining, maintaining the desert surface. And we there’s many things we don’t understand about these crusts and about their distribution. So they, they’re fascinating directly and one of the things that happens when you study deserts, as you realize how interesting they are. And so we start asking questions that are specific to the desert. And maybe we lose a little bit the connection to Mars, but we always come back to it eventually. So the soil crust is a good example of that we’re sort of following a lead here in the desert, On these soil crusts, what’s controlling them, where do they grow and why. And eventually, we’ll bring that lead back around and connect it to Mars.

David Black 14:27

Other types of very primitive slow growing life, and we talk about anaerobic bacteria and desert varnish will help us understand the possibilities.

Chris McKay 14:38

Well, they’re all in that same category of things that are living in desert environments and very low levels of water and, and are developing and using interesting ways to conserve water to grow in low water, and so on. So we’re trying to study the whole range of these kind of desert organisms. Right now we’re focusing across previous expeditions here, we focused on the hypolithic algae growing under the stone, again, it’s a model. We study though we study it for its own interests, we do try to apply it to Mars. But we’re not walking around with Mars on our mind all the time. When we’re in the desert, we’re studying it as a interesting system, worthy of interest in respect and study intrinsically. And then once we understand it, we can then apply that knowledge to Mars and past life on Mars. But to really learn about the desert, we have to immerse ourselves in it directly, and then only later pull that knowledge back out and apply it to the Martian case.

David Black 15:37

So the idea that bacteria or some simple form of life might live under a rock or under a layer of varnish or in a symbiotic community is something we can apply directly to our search for life on Mars.

Chris McKay at Desert Studies Center

Dr. Chris McKay during our interview in the Mojave National Preserve. We were there to analyze biological soil crusts, which live in extreme conditions of heat and dryness. Such extremophiles provide analogs of possible life on other planets.

Chris McKay 15:52

Well, first we have to understand it. First, we understand what’s going on in the desert here. Then we draw more general principles. So it may be that none of these ecosystems we studied here directly apply to Mars. But we learn general principles which we can then apply to Mars about how life developed strategies to grow in dry environments. So it would be a mistake to come out the desert and look at a habitat or a rock and say, Ah, that could exist on Mars. I think the analogy is more subtle and more and at the same time deeper than that. So we come to the desert, we study life in this dry extreme, we develop a deep understanding of how life survives in dry extreme. And then we try to apply that deep understanding to Mars and we may not follow the exact detailed path that we’re observing in the desert here. But we may still follow the same general principles. It points to directions and how to look what kind of instruments to send and that sort of thing.

David Black 16:54

The big question of course, is would we know what life is if we ever saw it?

Chris McKay 17:03

This is one place where Earth analogs fail us. Here, we’re searching for life and its life like us. It’s the same DNA baseline that we see everywhere else. On Mars, we don’t know if it is going to be the same DNA base life. In fact, we hope it isn’t. We hope it’s something different, the more different the better from my point of view, and then there’s the problem of how do we recognize it? How do we analyze it? And that’s something we can’t learn studying, first, models. In fact, quite the opposite. Studying Earth models tends to point us in a direction, it’s probably wrong, because we focus on using methods like DNA extraction, which is what we’re doing today. And those methods are only going to look for Earth life. So we end up training ourselves with methods that are specific to Earth life. And so we have to consciously make an effort to realize that those methods will not be what we necessarily want to use on Mars.

David Black 17:56

So if we put aside some of the definitions of what we Life has to have, like before DNA and so on and make a more general rule.

Chris McKay 18:09

We have no idea if there’s a general chemical rule for life, some molecule all life has to have. It’s very hard to make general rules when you only have one example. So I think our approach has to be one of ignorance, we have to say, we don’t know what it is we’re looking for. We just need to look, and we need to be systematic in the search. And if we see something that we can’t explain, and it looks like a pattern that could be biological, we have to be prepared to see that even if it’s not the same pattern we see here on Earth.

David Black 18:40

Is that part of the reason why Mars Science Lab, they say, you know, we’re really not looking for the possibility of the molecules being associated with life, which seems kind of a strange way of putting it.

Chris McKay 18:53

But I think part of the reason is, is the rover, the Mars Science Lab rover doesn’t really have the capability to make a convincing case for life even it’s there. It has a capability to detect organics, and that will be very interesting. And it may lead to missions that follow up on that, that will have direct and definitive instruments to search for life. But it does not have such instrumentation. So it can give us very interesting results. They can tell us whether organics are present, and might even hint that they could be biological, but it’s very unlikely that it will make a definitive case that there was life here is life here on Mars.

David Black 19:32

But this is the next step. stepwise trying to do the whole thing.

Chris McKay 19:40

Well, the way I like to think of it is the previous missions have established that there was water, liquid water, they just sort of follow the water strategy. Okay, we’ve done that. Check on the water. What’s the next step? Next step is search for organics. Water is what life lives in, organics is what life is made of. So we have established I think that Mars had water and throughout early in its history and in periods throughout its history. The next step is to see if there’s any organic because that’s what life is made of. The step after that would be to search through those organics for signs of biologically produced organics, MSL, the Mars Science Laboratory won’t really be able to take that step. But if it finds organics, then one could imagine a follow on mission that would search through those organics to find evidences of evidence for a biologically produced organic, like DNA is an example of organic molecule that’s clearly biologically produced. Proteins, complex proteins, enzymes, things like that as well, whereas simple amino acids may be biologically produced, maybe not.

David Black 20:48

Would it need to be a sample return mission?

Chris McKay 20:51

I don’t think so. I think you could do a definitive life detection mission using this approach of looking at biomolecules organic molecules on Mars. Sample returned be much easier and more powerful. But I think we could do it in situ as well.

Greenheugh formation nodules

Image taken by Curiosity of the Greenheugh formation. The bumpy nodules on the rocks at the base of the layered member can only form in liquid water. The layered member was deposited in dry conditions, and other nodules were found on top of that, showing that the environment on Mars was alternatively wet and dry then wet again at this location. It appears that liquid water was around much longer than at first thought.

David Black 21:28

Why is that important?

Chris McKay 21:32

I think there’s two reasons we’re searching for life. One is to address the fundamental question, philosophical question, deep scientific question. Are we alone? Is there life beyond the earth? Is the universe full of life? Or are we just some oddball situation here? But there’s also a second question, a practical question, which is, are there other ways to do life? We have on earth one example of biology one example of a genetic code, one example of a way to make proteins and structural molecules. There may be other ways. And if we could discover another example of life that does the same sort of processes with a different set of chemicals or different set of organics, that may give us deep insights into the nature of life that we may never get by just studying the one example we have. And that insight may prove very useful in very practical ways. In – in terms of all of the technologies and science that rest on biochemistry, think of medicine, think of agriculture, think of disease control, think of pesticide controls, think of all the things, the technologies and aspects of our life that are rooted in our understanding of biology. It’s vast, it’s enormous. And if that understanding is broadened by having two examples of biology that could have very practical, important implications. So there’s two answers to wide search for life, one philosophical and one practical.

David Black 23:01

We would have to rewrite all the biology textbooks.

Chris McKay 23:04

That’s a minor inconvenience compared to the information we would gain by having a another type of life – Life 2.0, I call it, to study.

David Black 23:15

Imagine that kind of a revolution in biology would almost be like the revolutions in astronomy.

Chris McKay

But it would be very interesting it would be like, if the only star we could ever see was the sun. And suddenly, we could see other stars. And we could see many different types of stars, we have more than one star to study.

David Black

So suddenly, we realize there’s a whole range of stars.

Curiosity path through Sol 2829

Curiosity’s path in Gale Crater from landing through Sol 2829 (July 2020). The rover is currently drilling and analyzing a clay-bearing member after passing over the Greenheugh formation.

Chris McKay

Exactly, exactly. Things that would be very hard to deduce by just studying one star, like the sun, even if you could study it in a lot of detail. It’s very hard to do that. Science is data driven. And with biology, we have only one dataset, we need more than one data set.

David Black

Okay, so final question. In the future if we could go anywhere and have the budget to do anything besides going back to Mars with a biological test rover or a sample return, which would be kind of a sequence you would see, what places you would want to go?

Chris McKay 24:21

Well, if I was pushing permissions, I would push very hard for an Enceladus mission. Here we’ve got a plume water organics coming out of what looks like a habitable environment in the subsurface of Enceladus. Samples right there in space – grab and go. I would push hard for that. I would push hard for a Mars mission. That’s a sample return and then human exploration. I think we need to move we need to move toward human exploration on Mars very quickly. I think because human exploration will open up questions that we can’t open up any other way. They’ll explore the planet in ways that we can’t really achieve completely with robotic missions and they’ll address questions like “Is Mars a place where humans can live?” Obviously, it’s a question that needs humans on site to address.

David Black

I’ve heard if we cut down the time for Mars – I know that this is a topic that is way out there – SpaceX is talking about the possibility that we would cut the cost down and they’re working on it.

Chris McKay 25:28

I think it’s gonna be many years before we send humans to Mars, I think we will first set up bases on the moon because it’s much closer, we’ll learn how to stay on the moon. First, we know how to go to the moon. We really already know how to go to Mars. We don’t know how to stay. We don’t know how to stay on the moon. We don’t know how to stay on Mars. I think we need to learn to stay on the moon first, just like we learned to go to the moon first. Once we’ve learned how to stay on the moon, we can then go to Mars and stay on Mars.

David Black

So now we’re ready to send humans back out into deep space to an asteroid. You think there’s a use for an asteroid mission?

Chris McKay 26:08

I think it’s interesting. It’s a – it’s a, it’ll be our first trip out of the earth moon system where we have to deal with deep space. And so I think it’s a it’s a good it’s a good mission to plan. It is not a long term activity. It’s a base on the moon might go 100 years or base on Mars might go several hundred year and asteroid mission is sort of a training so it might last three or four years, but that’s it. I don’t think we would ever set up a base at an asteroid or something like that.

At this point we ran out of time for further questions. I thanked Dr. McKay for graciously granting me this interview.

Curiosity selfie March 2020

Selfie of the Mars Science Lab (Curiosity) taken by the camera at the end of its robotic arm. This image was taken in March 2020 after Curiosity had been on Mars for eight years. It is covered in dust, but since it uses a plutonium RTG for power and not solar panels, it can get dusty without losing power. It is currently ascending Mt. Sharp in the middle of Gale Crater on Mars and sampling the phyllosilicates (clay deposits) to look for organic molecules. Curiosity has been on Mars for 2857 Sols, or Mars days, which are 37 minutes longer than Earth days, and has travelled over 22 km.

In the years since, NASA has abandoned its plan to use the Space Launch System to go to an asteroid and has instead decided to return first to the moon with the Artemis missions and establish a lunar orbiting station called Gateway which will support a full-time base on the moon and provide us with the experience needed to send humans on to Mars. Curiosity landed on Mars in Gale Crater as planned and is currently exploring the clay deposits of Mt. Sharp. It has proven that the water in Gale Crater was neutral in pH and could have supported life. The Mars 2020 Rover (Perseverance) launched last month and is on its way to Mars and a landing on Feb. 18, 2021 in Jezero Crater. It has the instrumentation to search for actual life, past or present, and will cache samples of soil for future return to Earth by a European Space Agency Fetch rover. It also carries the Ingenuity helicopter demonstrator.

Elon Musk and SpaceX continue to achieve remarkable milestones as the Crew Dragon capsule has carried the first astronauts to the space station this May and safely returned them two weeks ago. The Starship prototypes are making continued progress, and the Falcon Heavy system has also been launched which can carry large cargos into orbit. The Space Launch System is behind schedule and over budget but making progress.

A Europa Clipper mission has been approved by Congress, and the Cassini probe that discovered the plumes rising from Enceladus has now been crashed deliberately into Saturn. No mission is yet planned to gather samples of the plumes of Enceladus for return to Earth.

Transcribed by https://otter.ai

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Searching for Life Beyond


My Media Design students helped to create images for our astronomy magazine. This was the winning image from a contest to design the cover of the magazine, created by S.

New Haven School, where I teach science, is a residential treatment center for girls who have experienced trauma and other challenges. During the summers, since we can’t send our students home until they have completed their treatment program, we hold elective classes that help the girls make up any missing credits. I have continued to teach in-person during the COVID-19 pandemic; during the summer of 2020 one of the classes that I taught was astrobiology, the study of life beyond Earth.

Astrobiology is a unique science because it does not actually have a subject. No life has yet been found beyond Earth. It therefore focuses on how we might discover and identify that life, what its characteristics might be, and where we should look for it. We study Earth analogs, organisms living in extreme environments similar to what might be found on other planets (which we call extremophiles) and how life could have originated and evolved on early Earth. As such astrobiology is part biology, part astronomy, part geology, and part educated guesswork. Astrobiologists come from many disciplines ranging from astrophysics and radio telescopy to microbiology and paleobotany. Just take a look at the many research areas listed for the scientists at the SETI Institute in Mountain View, CA at:


I have had the privilege to meet and even work with a number of astrobiologists, including a number with the SETI Institute such as Dana Backman and Coral Clark with my participation as a SOFIA Airborne Astronomy Ambassador. In March 2012 I participated in a field research study of biological soil crusts, an extremophile that grows on the soils in the Mojave National Preserve and elsewhere in deserts around the world. The crusts in that area are black patches that form small groups of mounds; they are a small ecosystem consisting of cyanobacteria, fungi, and other components living in a symbiotic relationship under extreme conditions of dryness and heat. We collected samples from three sites along the Kelbaker Road between Baker, CA and Kelso Station. One area was along a wash with more frequent water and the crusts appeared highly concentrated and healthy. One area closer to Baker was of medium concentration, and the final area was near Baker and had the least concentration of crusts.

David at site-s

David Black at the high density site along Kelbaker Road in the Mojave National Preserve; March 2012. The mottled gray-black surface around us is from the biological soil crusts.

We returned the samples for testing at the Desert Studies Center on Zzyzx Road neat Baker, and I helped to study the mineral content of the soils and identify the geologic formations near the sample areas to see if geology and minerals might be responsible for the differences. We also put the soils through a soil sieve to determine the percentages of clay, sand, and loam in the soils. Other people in our group studied ATP content, nitrogen fixation, chlorophyl abundance, and other metabolism markers. Catalase and polymerase chain reactions (PCR) were done in real time at the Desert Studies lab, the first time I had ever seen this done in person. Samples were also sent to labs to determine the types of archaea and cyanobacteria living in the crusts through DNA sequencing. I wrote about my experiences with this study in earlier posts on this blog site.

Grid sample-s

Sample grid at the high density site

Some of the scientists on our expedition included Rakesh Mogul of Cal Poly Pomona and later with NASA’s Office of Planetary Protection; Parag Vaishampayan of NASA’s Spaceward Bound program, which trains prospective science teachers in field research and data analysis techniques; Chris McKay of NASA Ames Research Center; and Rosalba Bornaccorsi of the SETI Institute. A paper describing the results of our study was published in Frontiers in Microbiology on 23 October 2017 titled “Microbial community and biochemical dynamics of biological soil crusts across a gradient of surface coverage in the central Mojave Desert.” You can read it here:


In the lab-s

Dr. Rakesh Mogul, lead author of the paper, testing biological soil crust samples in the lab at the Desert Studies Center on Zzyzx Road near Baker, CA.

I am listed as one of many co-authors, as there were quite a large group of us including three practicing classroom teachers (including one from Australia) and a number of pre-service teachers in the CSU system. My involvement was part of an award for winning third place in the Mars Education Challenge the year before, sponsored by Explore Mars, Inc., the group that organizes the annual Humans to Mars (H2M) conference in Washington, DC. Chris McKay is a member of the Board of Directors, as is Penny Boston, another noted astrobiologist.

Biological soil crust large map

Map of where various soil crust studies have been done in the deserts of the western United States. Our study area was the red marker in the black outlined area of the Mojave National Preserve near Baker, CA. I am from the Great Basin area of western Utah, and in that area we have macrobiotic soils that form a hard crust that is easily broken through and are slow to regrow.

As Dr. McKay put it during our research expedition, the reason we study biological soil crusts (BSCs) and other extremophiles is that they provide us with clues about the nature of life itself and how it adapts under difficult environments, such as that found on early Earth. The first living things on Earth were archaea similar to the organisms living in the BSC community and date to about 3.5 billion years ago, when Earth’s atmosphere was a thick, hot blanket of carbon dioxide. Atmospheric oxygen only occurred on Earth because cyanobacteria started pouring free oxygen into the oceans, which at first was chemically bonded with iron in ocean water but eventually became so prevalent that it is now 20% of Earth’s atmosphere. It is an obvious marker that life exists on this planet, something that could be seen from many light years away and which we are now beginning to look for in the atmospheres of exoplanets with the Kepler and TESS missions and soon with the James Webb Space Telescope.

Chris McKay in Mojave Desert-s

Dr. Chris McKay, an astrobiologist with NASA Ames Research Center, in the Mojave National Preserve during our study of biological soil crusts; March 2012.

We also study extremophiles because they act as canaries in coal mines; as our climate changes, extremophiles living on the edge of existence are the most sensitive to changes. They can be an early warning system that our environment is becoming unlivable.

For my astrobiology class this summer, I wanted to involve my students in a group project that would stretch their abilities and lead to a useful result. We decided to create a school astronomy magazine which we would publish quarterly, titled Ad Adstra Per Educare (To the Stars through Education). Students in the class would write a series of articles, most around 200 words to act as sidebars but at least one article that could be a feature article of at least 800 words. As we discusses the nature of life, its characteristics and the factors necessary for it to develop during out first week, each student picked an extremophile and wrote an article about it. They also picked an astrobiologist and wrote a short biography.


A Tralfamadorian as described by Kurt Vonnegut in Slaughterhouse-5, created as a 3D model by S. They are described as looking like toilet plungers with flexible shafts and a small hand on top bearing one green eye. They live continuously in four dimensions.

In an effort to teach quality and professionalism to my students, I have implemented a form of Critique similar to that used at High Tech High and developed by Ron Berger and others at Expeditionary Learning. Each student was asked to Critique the articles of two other students for each assignment and make positive suggestions in a kind and useful manner. You can read more about this process here:


The students then incorporated these suggestions as they revised their articles, and I acted as editor to make final suggestions. The best articles, those that have been through three drafts, have been included in the first edition of our magazine, which has a theme of Life in the Extreme. I am including the transcript of an interview I did with Chris McKay in our first edition. It will be on this blog as my next post.

Exoplanet by T

A Neptune-class exoplanet, created by T.

Because of the privacy requirements of my school, only the first initials of the authors will be used. The images in the magazine have been partially created by my media design class from this summer. Others are my own photographs. Other editions will follow, including our second edition on Life in the Solar System, focusing on Mars and a landing site selection activity my students presented to each other. Our third edition will be on the Nearby Stars and a 3D model of the stars out to 15 light years away that my students built as a culminating activity. Our fourth edition will be on the Search for Extra Terrestrial Intelligence. Other editions will come from future classes; my physics class this coming year has been accepted for the ExMASS program (Exploring Mars and the Asteroids by Secondary Students) through the Lunar and Planetary Science Institute. We will report on our research as the fifth edition.

The first edition of our magazine is now available here, if you want to download it or read it:

Ad Astra 1-1 Life in the Extreme-s

Desert Studies Center-s

The Desert Studies Center on Zzyzx Road neart Baker, CA. This station was originally a borax mining operation, then a religious health spa and now is operated by the California State University system. The laboratory building is on the left.

We hope you enjoy our magazine. Some of the best articles will be posted on this blog. Given the great need for online activities that can be done at home by students due to school closures from the COVID pandemic, the magazine will include a series of lesson plans I have developed for my own classes. These include an update on how to use Mars, lunar, and USGS 3D terrain data; how to build our 3D star model; and other lessons. Please let us know how you have liked our magazine and how you have used it in your research or classes.

David Black at Hole in Rock-s

David Black at Hole in the Rock in the Mojave National Preserve.

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Fifty Years Ago

David Black by Saturn V-JSC

David Black standing by the Saturn V rocket on display at Johnson Space Center, Houston. This photo was taken in 2004.

It was a Sunday afternoon in July and I was nine years old. In my hometown of Deseret, Utah we attended our normal church meetings, going to Sunday School in the morning. Everyone was more excited and restless than usual. We wanted to get home as soon as possible, you see, because this was the day when Apollo 11 was going to land on the Moon. I don’t remember what we ate for Sunday dinner, but I can guess we were glued to the old Zenith black and white TV set we had in the living room. We watched Walter Cronkite’s coverage as the Lunar Module descended to the surface. He used models of the spacecraft to show how the LM had separated from the CSM and was now firing retrorockets to slow down to the surface on a pre-programmed descent.

Cronkite with CSM model

Walter Cronkite with a model of the Command and Service Modules during CBS News coverage of the Apollo 11 landing, 1969.

I remember hearing the CAPCOM’s voice, Charlie Duke, in Houston and Neil Armstrong’s voice in the Lunar Module. I thought the astronauts were trained to be very careful about what they said, because they always deliberated a few seconds before answering. I didn’t know it was because of the 1.5-second light speed delay from here to the Moon. The suspense was palpable as the seconds ticked away, but Neil’s voice remained calm. No one listening would have guessed, except the white-knuckled engineers in Houston Mission Control, that they had overshot their intended landing sight, had computer overload problems, had to hop over a crater to find a smooth spot to land, and were down to 15 seconds of fuel remaining when the contact light finally announced they had arrived. Buzz had his hand on the abort switch the whole time.

At 2:17 pm Utah time, the Eagle settled onto the Sea of Tranquility in a cloud of dust. It was hard to see anything through the gritty lens of the television camera on the Eagle, but we all heard the words, “Houston. Tranquility Base. The Eagle has landed.” We jumped up and down in excitement. Humans were on the Moon! The engineers in Mission Control slapped each other on the back as Flight Director Gene Kranz went around the room to determine stay or no stay: “GUIDO – stay! FiDO – stay! TELMU – stay!” Cronkite wiped a tear from his eye, grinned, and exclaimed, “Wow! Oh boy!” This from a news journalist that flew in a glider with paratroopers during Operation Overlord who remained calm during his announcement of Pres. Kennedy’s assassination.

Walter Cronkite oh boy

Walter Cronkite gets a bit excited upon the landing of the Apollo 11 lunar module at the Sea of Tranquility, July 20, 1969.

The bishop of our LDS congregation had scheduled Sacrament Meeting at an earlier time than usual so that we could get back to our homes to watch the astronauts walk on the Moon. It was a hot afternoon in our chapel, which did not have air conditioning, and we were all stifling. Instead of the usual 90-minute meeting it only lasted one hour. As the closing prayer ended, I ran out of the chapel’s side door and sprinted for home. Our house was across the river from the church, and I remember running across the old white wooden bridge hoping that I hadn’t missed anything too exciting. I slammed open the front door and immediately turned on the old TV. It took a minute or so for the vacuum tubes to warm up and the TV view to expand on, and then I had to fiddle with the horizontal hold knob to keep the screen from scrolling up continuously. As the rest of my family walked in the front door, I was already watching and listening to Walter Cronkite again.

Apollo 11 landing site from Lunar Recon

The Apollo 11 landing site today as seen from the high resolution camera aboard the Lunar Reconnaissance Orbiter. You can make out the foot paths of the astronauts on the surface, including one side trip to a local crater to collect moon rocks.

He reported that the astronauts were taking a mandatory rest break and everything was fine in the Eagle, as Michael Collins orbited above in the Command Module. He confirmed that the moonwalk had been moved up five hours earlier than originally scheduled at the request of Buzz and Neil. This was great news because it meant we would see it happen that evening and not have to wait up until early in the morning Utah time.

At 8:39 pm our time, after taking some time to don their EVA suits, the hatch to the Eagle was opened and Neil Armstrong crawled backwards onto the front porch, then slowly descended the ladder rungs. When he got to the bottom, he jumped down onto the large landing pad and reported back to Houston that the LM was only depressed a few inches into the lunar regolith. We hadn’t really known until the landing how deep the powdery stuff was or how far the LM legs would penetrate. Before stepping off, Neil jumped back up to the lowest rung of the ladder to make sure it could be done, then back down to the pad again.


David Black sitting in Gene Kranz’s chair in the Apollo era control room at Johnson Space Center. He was the Flight Director during the Apollo 11 mission. This photo was taken in 2004, when I had the chance for a VIP tour of JSC.

This was all hard to see. The TV camera that Neil had pulled out of the side of the LM as he crawled onto the porch was partially obscured by dust from the landing and the ladder was in the stark darkness of the LM’s shadow, so I couldn’t make out much more that a few vague movements. Our old, grainy TV set didn’t help much.

Then we heard the famous words, “Okay, I’m going to step off the LEM now. That’s one small step for a man, one giant leap for mankind.” Neil’s microphone dropped out the “a” before man, but we filled it in inside our own minds anyway. A man was now standing on the Moon!

Buzz soon followed, and in some ways his words are more profound: “Beautiful, beautiful! Magnificent desolation!” The view of the first world besides Earth ever walked on by humans was a desolate view; a lifeless view of barren dust and gray craters while the enticing blue marble of Earth hung in the sky, the only source of life known. Yet it was a magnificent view and starkly beautiful.

Gene Kranz at director consol

Gene Kranz sitting at the Flight Director’s console in Mission Control at Johnson Space Center. His wife made him a custom white vest for every mission. The one for the Apollo 11 mission is on display at the National Air and Space Museum.

They planted the flag, collected samples, conducted a few simple science experiments (the ALSEP package wasn’t sent until the next mission), and took photos. They stayed on the lunar surface for about two hours before climbing back up the ladder.

I watched them the whole time with utter absorption. This was the culmination of a space program that I had been hearing about all my life. This was the biggest event I had ever seen in my young life, and had been led into by the Mercury and Gemini missions I had heard so much about in the preceding years. This was shared by 100s of millions of people and became part of our collective consciousness and national pride. This is still a symbol of what humanity can do when it aspires and collaborates on a common goal. This is a moment I hope to see happen again, first with a return to the Moon, then on to Mars. It has helped to shape a great part of my life and career as a science teacher.

After resting in their hammocks that night (although it was still day on the Moon), the astronauts blasted off the surface in the Ascent stage the next day, docked with Mike Collins in the CSM, and headed back to Earth for a splashdown three days later.

This is what Walter Cronkite had to say about the mission in his news editorial after the splashdown:

Apollo ll photo

A man on the Moon.

“Well, man’s dream and a nation’s pledge have now been fulfilled. The lunar age has begun. And with it, mankind’s march outward into that endless sky from this small planet circling an insignificant star in a minor solar system on the fringe of a seemingly infinite universe. The path ahead will be long; it’s going to be arduous; it’s going to be pretty doggone costly. We may hope, but we should not believe, in the excitement of today, that the next trip or the ones to follow are going to be particularly easy. But we have begun with ‘a small step for a man, a giant leap for mankind,’ in Armstrong’s unforgettable words.

“In these eight days of the Apollo 11 mission the world was witness to not only the triumph of technology, but to the strength of man’s resolve and the persistence of his imagination. Through all times the moon has endured out there, pale and distant, determining the tides and tugging at the heart, a symbol, a beacon, a goal. Now man has prevailed. He’s landed on the moon, he’s stabbed into its crust; he’s stolen some of its soil to bring back in a tiny treasure ship to perhaps unlock some of its secrets.

“The date’s now indelible. It’s going to be remembered as long as man survives — July 20, 1969 — the day a man reached and walked on the moon. The least of us is improved by the things done by the best of us. Armstrong, Aldrin and Collins are the best of us, and they’ve led us further and higher than we ever imagined we were likely to go.”

And that’s the way it was, July 20, 1969.

Fifty Years Later

I was a total Space Cadet even before the Apollo 11 landing and continued to follow all of the missions. I was on the edge of my seat during the Apollo 13 crisis and wondered with the rest of the world if the astronauts would make it back safe. I was in the hospital healing from a terrible accident when Apollo 15 landed and drove the Lunar Rover around for the first time, and I followed that mission on TV in detail as I recuperated. I was terribly disappointed when the missions beyond Apollo 17 were cancelled, but excited for the next steps of the Skylab space station and the Apollo-Soyuz mission in 1976. But even as a teenager I could see that we had lost our momentum in space exploration and the glory days of Apollo were behind us.

Apollo Soyuz

The Apollo-Soyuz display in the Space Race exhibit of the Air and Space Museum.

Yet I continued to hope. Because of my poor eyesight and the accident that left my right leg shorter and weaker than my left, I knew that I would never by chosen as an astronaut despite my great desire to be one. I studied science in part because I wanted to work for NASA, but there wasn’t any real space science or Earth science taught at my small high school beyond our excellent physics class. I moved toward chemistry and engineering instead.

But I still followed all of the missions of the robotic space probes. I traveled to the Jet Propulsion Laboratory as a senior in high school on a field trip while exhibiting my methanol-air fuel cell system at the International Science and Engineering Fair in Anaheim. We toured the Von Karman Auditorium and got to learn about the Viking missions two years before and the Voyager missions launched the year before and on their way to Jupiter. A mockup of the Viking lander was on display, and the auditorium was dominated by a mockup of Voyager, which at that time sat right in the middle of the space (now it is on the left side). The scientists at JPL told us about the upcoming Galileo mission that would follow up on Voyager and would go into orbit, not just fly past Jupiter.

Saturn V top view

The Saturn V rocket at Johnson Space Center. The only part that returned was the conical Command Module under the emergency escape tower. It was barely big enough for three people and a crude computer. Now, the Orion capsule will soon be launched which can hold up to five astronauts with much greater comfort on top of the even more powerful Space Launch System. It will take us back to the Moon.

Years went by. I became a science teacher in 1990. I was chosen for the NASA Educator Workshops for Mathematics and Science Teachers (NEWMAST) program in 1998 and spent two weeks at JPL touring the labs, meeting the scientists, and learning about space probe missions. I traveled to Mt. Wilson Observatory and did astrophotography. I applied to return as an Educator Facilitator over four years, and in the meantime returned again to JPL every summer as a NASA/JPL Solar System Educator. I visited Cape Canaveral in 2001 to attend an educators’ conference and see the launch of the 2001 Mars Odyssey probe. We visited the site of the Apollo 1 fire that killed three astronauts.

In 2002 I was finally chosen as the facilitator for NEWMAST at JPL and its successor, the NASA Explorer Schools program. I returned for three more years to help plan and lead the workshops for 25 other educators each year. JPL became like a second home to me, and the education and public outreach personnel there are friends.

Saturn V business end

The business end of the Saturn V rocket at Johnson Space Center. This rocket would have been Apollo 18 or 19, but the funds were cut by congress. Now the most powerful machine ever built lies rusting on a lawn in Houston. This rocket is kept maintained because it is technically flight rated hardware, but it will never soar as it was meant to.

I took a few years off of active space opportunities to remarry and raise a second family, then returned in force and expanded my efforts from planetary science into astrophysics, flying on SOFIA, participating with my students in the NITARP program to study the universe using Spitzer and WISE infrared data at Caltech, fulfilling a Research Experience for Teachers program in astrophysics at Brigham Young University, studying Mercury using data from the MESSENGER probe, acting as a MAVEN Educator Ambassador at Goddard Space Flight Center, and winning awards as a science educator.

Now I am at the Teacher Innovator Institute at the National Air and Space Museum in Washington, D.C. and it is fifty years since I saw Neil and Buzz walk on the moon. Today is Saturday, July 20, 2019. I don’t recount all of this to brag – at least not much – but to show how that event half a century ago shaped my life. I have earned the right to be here and to join the celebration.

Air and Space 50th

The party commences to celebrate the 50th anniversary of the Apollo 11 landing at the National Air and Space Museum in Washington, D.C., July 20, 2019.

The Biggest Party of Them All

I knew we would be at the museum until quite late, so I slept in a little and took it easy all morning, eating a microwaved breakfast I had shopped for at Target and catching up on my blog entries and photo uploads. My summer classes ended on Friday and I did some grading to clear the decks. Most of the TIIs were either helping out with the celebration tonight as I was or they were going to be there, so we were all kicking back a bit. Some had friends or relatives in town and were showing them around D.C.

Rover rollover

The rover rollover challenge.

A few days before leaving Utah for Washington, I read a request for memories of that landing 50 years ago for a Deseret News special report. I submitted a shorter version of the story I wrote above. Today, reading through the electronic version of the paper, I saw the article and was pleasantly surprise that they included a truncated version of my story. Then I read the others. One was from a man who had been a bomber pilot in Vietnam and had flown a bombing run the night of July 20, 1969. He told of listening to the landing on the Armed Forces Radio as they returned through a cloudless sky. Another man was a sailor on the U.S.S. Hornet, which recovered the astronauts after their splashdown and carried the Lunar Receiving Lab, which the three astronauts had to stay in for several weeks before ascertaining that they did not carry any Moon germs. They practiced recovery operations all during the mission, and he got to see the astronauts climb out of the helicopter and enter the lab, then had to keep the ship in perfect order as President Nixon came aboard to personally congratulate the astronauts.

LEGO astro wall

A mural of an astronaut on Mars made entirely of LEGO bricks, part of the celebration on the National Mall.

About 11:00 I got my stuff together and headed for the National Mall via the Metro system as we had been doing all week. I wanted to visit all the tents along the mall and see what the next steps will be, so I got off at the L’ Enfant Plaza and walked to the Mall in the blistering 100 ° F and 80% humidity weather. It was the hottest, muggiest day yet and I was soon sweating buckets and glad to have a water bottle.

JWST Explained

Explaining the James Webb Space Telescope at a booth on the National Mall.

As I was crossing Independence at the corner of the Air and Space building, I ran into another TII teacher, Amy, with her mother who was visiting for the big party. After a photo op, I continued on to the displays and tents along the mall. It was crowded and I longed for the least bit of shade, but it was fun. There were LEGO statues of Neil Armstrong (complete with a reflection of Buzz in his visor), a LEGO mural of an astronaut on Mars, painters painting, puzzles of planets being made, 3D printed models of the Moon, two giant Moon maps (one for each side) and even a part of the old mission control room from Houston. In 2004, I got to visit Johnson Space Center and took a VIP tour with Ota Lutz. She took me to the neutral buoyancy pool and we got to go into the old green control room itself. I sat in Gene Kranz’s chair, and took photos with one of the two remaining Saturn V rockets.

Giant Moon map

A giant moon map on display on the National Mall next to the Air and Space Museum.

One booth had a display from JPL on the upcoming Mars 2020 mission, and a person from NASA HQ showed me how the sample sequestration device will work. They had a rover rollover contest for people to lie still while a test rover with six wheels rolled over them. Another booth talked about the upcoming Space Launch System and the planned Artemis Missions to return us to the Moon. It was all very fun. I had to cool down with treats from an ice cream truck.

Lego astronaut with girl

A LEGO astronaut with Moon Maiden. This is a re-creation of the same photograph posted above, complete with a reflection of Buzz in the visor.

We were to report by about 3:00 at the Air and Space Museum’s south door, where I showed my visiting staff badge. It was still closed until the main party started at 4:17, and would continue until 1:11 corresponding to the time from the landing to the astronauts returning to the LM. Since only a few volunteers and staff were there, it was unusually quiet. I took a few photos including one with Neil Armstrong’s space suit before the lines started. Here I was next to the actual suit he wore as he descended the ladder, and on this day of all days. I might not be an astronaut, but I have worked for and with NASA as an education consultant. I’ve visited six of the ten NASA field centers. And that nine-year old space geek is still inside of me, just thrilled to be here and find a photo op with a piece of history.

Me with Neil suit

David Black with Neil Armstrong’s space suit from the Apollo 11 mission. I was fortunate to have this taken before the crowds were allowed into the museum.


We were taken up the staff elevator to the third floor offices, where we were told what we were to do. I was already wearing my NASM Crew T-shirt, which they had given us yesterday during our Focus Group activity. There was quite a group of us, and they would provide pizza, snacks, and drinks for the evening. My job was to help judge and monitor the Goose Chase competitions. There would be three, each lasting one hour, with hundreds of teams already signed up. The participants were to be given a series of questions and challenges involving museum artifacts. They had to find the display, take a photo of themselves by it or a video of themselves doing some activity near it, or answer a question about it. The program scored them automatically, but we were to judge to make sure they were really answering the questions correctly and to award extra points for creative answers and deduct points for non-completion. Each of the ten or so teachers who had volunteered for this was assigned 3-4 questions for each contest.


Some of the NASM Crew that helped out with the 50th anniversary celebration of the Apollo 11 moon landing at the National Air and Space Museum.

The doors opened and the crowds flocked in. Our first contest was about the Mercury Program and the teams first received instructions at 8:30, then spread out to start answering the challenges in no particular order. Their objective was to answer as many questions as possible and gain the most points in one hour; not all of the questions had to be answered nor was there time to do so. I had an iPod signed in to the contest and I could see the answers as they started to come in, some highly creative, some showing less care. Everyone was having fun, and I had fun with them vicariously as they navigated the crowds. We sent messages to them saying to try again or good work, and it was an intense hour. When we saw a funny response, we shared it amongst ourselves and laughed together.

NASM hallway

On the top floor of the National Air and Space Museum. I was part of the NASM Crew for this 50th anniversary celebration and helped to judge the Goose Chase event. There were many activities going on in the museum, and this way I got to participate and help out.

In the meantime, other TIIs and volunteers were helping at the information desks, herding people into the IMAX theater or managing the long lines to Neil’s spacesuit. Everyone wanted a photo with it, so I was glad I had already taken one. At 9:30 the second contest began about the Gemini program. Each hour a winner was announced and prizes given out downstairs. When we had breaks (for the first few minutes of each game) we walked the halls and got snacks and chatted with the other NASM Crew volunteers.

At the end of the Gemini contest, we all went downstairs to watch the boot drop. They had created a giant balloon statue of Neil Armstrong’s boot and suspended it from the ceiling next to the Spirit of St. Louis. At 10:39, exactly 50 years since Neil first started down the ladder of the Lunar Module, the boot began to drop. At 10:56 precisely it touched the floor, and of course someone yelled out, “That’s one giant step for a balloon, one small step for mankind!”

Big Boot about to drop

A big balloon boot about to drop. It was timed to start descending exactly 50 years to the minute from when Neil Armstrong started to descend the ladder of the Lunar Module and touched down at the same time as his famous boot print on the Moon.

We headed back upstairs and resumed our duties for the final Apollo contest. A few minutes in, I heard a teacher next to me remark about a team titled the Einstein Fellows. I asked to look at her iPod to see photos this team had posted and recognized several of them, including Andi Webb, whom I had gotten to know when I interviewed for the Fellowship in 2018. I wasn’t chosen, but these people had interviewed with me. I had been wondering if I would run into them anywhere during these two weeks in Washington. They are on their last few weeks of the year-long fellowship. When their answers came on my screen, I gave them a shout out.

The contest came to a close about 12:15 as we wrapped up our final tallies. I grabbed my stuff and headed downstairs along with Trevor Macduff, who is in his second year of the TII program. When we got to the information desk by the Star Trek display, I saw Andi there with the others and said hello to them all. Andi remembered me, at least. Come to find out, Trevor knows her as well. She has interned for a congressperson this year and thoroughly enjoyed it, but is not returning to her school in North Carolina as the principal there has changed. She is deciding where to go next.

Where the unicorn lives

For a number of years, NASA’s space probe policy followed the mantra of “Faster, better, cheaper” but this led to several lost space probes, because you can only get two of these at a time – if it is fast and good, it cannot be cheap. If it is fast and cheap , it cannot be good. If it is cheap and good, it cannot be fast. The combination is where the unicorn lives . . . This sign was on the wall on the third floor of the Air and Space Museum.

The winners were a family team that had really gone all out and showed great originality. We congratulated them and called an Uber to head back to the dorms as the Metro isn’t running this late.

It had been an incredible day and my inner Space Cadet was very satisfied. I might not have gotten to meet any Apollo astronauts after all, but I always knew that was unlikely. I got to participate and even help out and felt a part of Apollo, fifty years later.

Vision of future

This display was in one of the booths on the National Mall, and made we wonder what we will see in another 50 years. The last 50 years have been stunning even if we had only a brief time on the Moon. I can only hope that by then, we will have permanent bases on the Moon and Mars and a strong human presence throughout the solar system. The dreams of that nine-year-old boy will never die.

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Launching the Washington Monument

Day Five of the Teacher Innovator Institute; Friday, July 19, 2019

Saturn V on the monument

It took a Joint Resolution of Congress to do this, but during the 50th Anniversary of the Apollo 11 moon landing, the National Air and Space Museum presented a multimedia extravaganza projected onto the Washington Monument. I got a VIP pass to see the celebration.

Our day today was a bit lighter than the previous days because our evening would be busy. The big celebration of the 50th Anniversary of the Apollo 11 moon landing had arrived, and we were to be part of it!

World tent and Capitol

Tents and displays from various aerospace companies lined the National Mall as the celebration kicked into high gear

The Myth of Average

We started later than usual, at 10:00, so we had an almost leisurely time riding the Metro to Metro Central and from there to the Archives stop. It was already a record-breaking hot day but the humidity was a bit better than it had been the day before so it was bearable.

Gateway near STarbucks

A gateway between Starbucks at the Trump Plaza and the National History Museum on the Mall.

The 2018 cohort walked to the Air and Space Museum to help prepare for the activities going on there over the next two days, such as laying out lunar footprints representing the paths that Neil Armstrong and Buzz Aldrin walked on the moon. A group of us walked to the Starbucks on the ground floor of the Trump Hotel, then our cohort convened in the conference room on the third floor of the Natural History Museum.

Hirschorn gourd

A giant sculpture gourd at the Hirschorn on my way to the Natural History Museum.

Mike Speidel led a discussion on the book we had been given to read for this Institute, which is The End of Average of Todd Rose. In this book, the author argues that the idea of an average person is really a statistical myth. There is no such thing as an average person. If you were to measure any set of metrics on personal size, achievement, etc. for a large representative group of people, you could add up all the measurements, divide by the number of people, and come up with a mean, a measure of central tendency. The distribution of scores would fit into a range and look like the all-too-familiar and misleading bell shaped curve.

One would think that this standard distribution actually measures a population of people. But if you tried to find any one person who was exactly average on all the measurements, no one would be found. There is no Average Man. One person might be tall but have smaller shoulders or chest while a second might be shorter but have a large chest, hips, and arms. So who is bigger? Neither. Todd Rose describes this as the “Jaggedness Principle” – any attributes in a population are distributed non-uniformly or jaggedly.

NASM staff badge

We were given visitor badges good for the whole week that allowed us to come in the staff entrance to the Air and Space Museum.

Yet we still insist that averages have some physical reality. This was shown to be untrue with a contest in the 1950s to find the average woman, based on a set of measurements of many women. The organizers had a statue commissioned of this average woman, whom they called Norma, then set out to find the person who was most like her, the normal woman. No one fitted all the averages. They finally found a lady that met the average of three of the seven measurements, but that was the best they could do. The Air Force learned this the hard way. They discovered that an alarming rate of crashes could be traced to the pilot’s seat, designed to fit the average pilot, but not actually fitting anyone. The seat was too small for one pilot, too large for another, too far from the controls for a third, and so on. After years of study and millions of dollars, they finally realized that the seat had to be made adjustable, so that any pilot could make the seat fit her or him. Accidents went down.

Das Boot

A huge astronaut boot was built out of balloons in preparation of big event the next night.

The implications for education are obvious. We have created a one-size-fits-all type of education designed to fit the non-existent average student and measure all of our students against averages and norms, trying to make them fit into a system that actually fits no one. If the Air Force can make an adjustable pilot’s seat, why can’t we make an adjustable educational system that actually fits all individuals’ needs and learning styles? People complain that our education system doesn’t work when in fact it works exactly as it was designed to do. It was designed in the early 1900s to take the children of immigrants living in large cities and the children of farmers and teach them the basic skills needed for blue-collar factory jobs working on an assembly line. So education was designed to work the same way – a large assembly line of individuals coming in and cookie-cutter clones of “educated” graduates coming out the other end with exactly the same set of standardized skills and knowledge. If students weren’t average to begin with, they certainly would be by the time they graduated. Average as in mediocre.

Red shirts

As part of our duties today in the Air and Space Museum, we were asked to wear our red TII shirt. I hope the color is not indicative of some ominous event . . .

But we are now in a post-industrial society where innovation, flexibility, and individual excellence are required. Yet our schools are still trying to churn out Model T Ford students when what we need are Tesla Roadsters and Prius Hybrids.

Mike pointed out that during the Mercury space program, each helmet was designed to fit the individual astronaut. But only a month or so ago, the first all-female spacewalk at the International Space Station had to be cancelled because they didn’t have two spacesuits up there that could fit the two female astronauts. The suits have become standardized, just as education has become. It is all based on the notion that we all have to be the same, only better. So parents spend countless dollars hiring tutors to get their children’s test scores up on the SAT and ACT so that they will be better than average. Yet you can’t capture the essence of a student in a single standardized test score.

Trevor and Machin by LM-2

Machin Norris and Trevor Macduff in front of Lunar Module 2 in the National Air and Space Museum.

We played a game called Google Feud where we divided up into teams and tried to guess the top ten searched terms in Google in different categories, such as: “Why does everyone say ____” and we got them wrong. The top search for this prompt was: “Why does everyone say ‘subscribe to Pewdiepie?’ ” We found that we couldn’t guess what the average person would ask. We all have variations from the norm, and no one fits the average.

Grading students with simple scores on assignments leads to the types of Point Pirates I see every day at my school. In fact, as we were having this discussion, since it was the last day of the term, I was having a back-and-forth series of texts with my substitute over whether there was extra credit available for the class, asked by anxious students who already had 100%.

Bell X-1

The iconic Bell X-1 supersonic jet that Chuck Yeager flew to break the sound barrier.

We talked about using competencies, mastery, and individual growth as ways to grade students and talk to parents. One example of a competency would be one’s mastery of baking and cooking. Here is how the scale would work:
0 = You have to always eat out because you can’t boil water without burning it.
1 = You can cook if you follow a recipe exactly.
2 = You can successfully make simple modifications to a cookbook recipe.
3 = You can make your own recipes.

4 = You don’ need no stinkin’ recipes. You can pull random stuff from the cupboard and make a delicious meal form scratch.
5 = You’re on the Great British Baking Show.

Apollo Soyuz

The Apollo-Soyuz display in the Space Race exhibit of the Air and Space Museum.

Now a competency rating of 5 would be highly unusual. We would like students to become independent learners and to master a skill, so a rating of 3 or 4 would indicate mastery in cooking, indicating students internalize the skill to the extent that it becomes second nature to them.

Tents in twilight by Capitol

Tents like this ringed the National Mall at the eastern end near the Capitol Building, with displays on the future of space exploration by Raytheon, Boeing, NASA, and other groups. I looked forward to checking them out the next day.

We ended our discussion with ideas on how to disrupt the education systems around us, how to talk to administrators about these ideas, and how to set up pilot programs and build social equity in our schools, so that administrators can’t say no to us when they see it work for our students. It has given me some fodder to chew on as I plan my next semester science classes.

Learning Through Objects

After a break, Shannon led a discussion and activity on how to use objects as learning tools – or what we would call an object lesson. She had a box full of unusual objects she had picked up at an antique/thrift store and passed them out to small groups for us to determine what they are and how they are used. Ours was a small wooden shoe with a leather sole and a metal heal. We though that it might be the shoe of a doll or a marionette (given the metal heal). It wound up being a shoe form for making children’s shoes – the leather and metal bottom allowed for nails to be tacked through the leather of the shoe being formed.

Capitol at night

As twilight fell, I walked to the eastern end of the Mall, where I took this photo of the Capitol Building then back toward the Washington Monument.

When we think of informal education in a museum setting, museums are full of artifacts or objects that have stories attached to them. How do we let the objects tell their own stories? How do we use them in education, both in formal and in informal settings? Many objects are not intrinsically valuable but have value because of their association with history or a historic figure. The spacesuit that went on display earlier this week at the main Air and Space Museum was no different than the space suit worn by Jim Irwin on display out at the Udvar-Hazy Center; in fact, Jim Irwin’s space suit was probably more sophisticated. But this one was worn by Neil Armstrong on the Moon, and it is anticipated that thousands will want to stand in line to see it over the next few days. How can this object be used to teach and inspire? How can it best be displayed, described, and made part of a greater lesson plan or learning objective? Why would conservationists spend years and thousands of dollars carefully preserving this suit, down to keeping the lunar dust embedded in the fabric? What meaning does this suit have to the people who see it? How is its worth far greater than its intrinsic value?

Washington Monument at twilight

Washington Monument at twilight. Shortly after this, the Saturn V rocket was projected on the monument and crowds began to gather for the show.

We ate lunch where we could find it. I ate a Philly cheesesteak sandwich at a vendor truck outside the Natural History Museum and watched squirrels and starlings and pigeons vying for scraps on the lawn beneath a tree by the trucks and souvenir stands. I walked across the mall, seeing the many tents and kiosks set up along both side sof the mall by aerospace companies including Raytheon, Boeing, and NASA itself. It was too crowded and too hot to consider looking around, so I walked over to south side of the Air and Space Museum where we had red staff badges waiting for us as we entered through the south doors.

Focus Group

We met Mike Speidel near the video wall and the Star Trek U.S.S. Enterprise exhibit. Those of us who had volunteered to be in the focus group were wearing our red TII shirts, and Mike took us up to the third floor and administrative offices, which requires a staff key. We met in a conference room and we were given our assignments.

Waiting for the show

Crowds gathered to prepare for the show. I sat among them for the 9:30 show to catch the vibe and hear their reactions. It was a real party!

The Air and Space Museum is beginning a four-year renovation, the first complete overhaul since it opened in 1975. The west end military aircraft display is already closed off. Our job was to visit various displays and analyze them from an education perspective then meet back in the conference room in an hour and discuss ways that the exhibits can be redesigned for better effectiveness.

One of the exhibits we were to visit (far northeast corner of the museum) was closed off for TV interviews, so we went on to the Space Race exhibit which houses the Apollo-Soyuz display. The museum itself was quite busy but this exhibit was mostly deserted, with mostly adults looking at the artifacts or reading the text. The displays were mostly static, with only one video on display on a continuous loop on a video monitor. The video was mostly talking-head interviews of experts discussing the space race with some archival footage, but it was hard to see because of glare coming from the skylights. There was one QR code and a URL to hear an audio recording of John Grunsfeld repairing the Hubble Space Telescope, but otherwise there was no interactivity or multimedia beyond text, photos, and artifacts. It was very static, and the only teens or children who entered the exhibit quickly left again.


T minus 10 minutes and counting.

Which is too bad, because this is really an intrinsically interesting exhibit detailing the competition between the Soviets and the Americans in the 1960s and the increasing cooperation that came from Kissinger’s détente efforts in the 1970s culminating in the Apollo-Soyuz mission. I lived through these times and remember them well, and they were interesting to me. But the display did not engage me or the other visitors. There were elements that seemed out of place, just stuck in here to find some place to put them rather than part of an integrated design.

We were brought back up to the conference room and spent about 45 minutes talking with museum officials and sharing our opinions. We brought up that the exhibits needed more engagement and interactivity; perhaps something like the Spy museum with encoded badges and a space mission to fulfill might engage school children and adults more. When we mentioned the use of video walls, they said that each wall was $50,000 and they wondered if having actors portray historic figures would be accepted by patrons.

Launching the monument

The Washington Monument gets launched. With the large speaker stacks and video screens, it felt like I was actually there in Cape Canaveral for the launch of a Saturn V rocket. I was too young (nine years old) when the real Apollo 11 mission launched, but this was the next best thing.

I wonder if some sort of gamification of the experience might be effective – perhaps using augmented reality and VR goggles to tell a story that allows for a deeper dive and more choices by participants. This may be a topic for further research once I begin my doctoral program this fall.

It was 3:00 by the time we finished, and I had intended to stay downtown and walk over to George Washington University to see a presentation by Michael Collins of Apollo 11, John Logsdon of the National Research Council, and Ellen Stofan of the Smithsonian as I had already gotten a free ticket online. I was exhausted, and decided to skip the event. I found out later that Buzz Aldrin also showed up and joined the conversation, and I rather wish I had attended. But at the time I was too tired to consider it and I needed to rest my leg, get some supper, and lie down a while before I could approach the evening’s events. I headed back to the dorms at American University with other TII members.

It felt good to take off my red TII shirt (which is nylon and not good to wear on a highly humid D.C. summer afternoon) and put my feet up. I took a shower to cool off.

Go for the moon end

At the end of the show – a view back to the Moon as we look toward the future and a return there.

At about 7:00 I made my way via the shuttle and metro trains back to the Mall at the Smithsonian Stop. The displays were now shut up, so I walked toward the Capitol Building and got an ice cream cone at a truck. The sun had set and the hot air was finally cooling off. I took photos of the Capitol and the Washington Monument with magenta clouds behind.

As twilight came on people began to gather on the mall with blankets and picnic baskets. It reminded me of my first trip to Washington on the 4th of July, 1982 when I was starting my Washington Seminar program. I rode in with my roommates, having just arrived in town a day before. We sat on the steps of the Capitol facing toward the Lincoln Memorial and listened to a free concern by the National Orchestra and had a picnic of crackers and cheese. The Mall was covered with about a million people doing the same. When twilight came on, the orchestra struck up Stars and Stripes Forever and fireworks exploded over the reflecting pool. It was amazing.

Now I was back again for another amazing show, but this time everyone was facing toward the Washington Monument. As darkness fell, a shout went up as an image was projected onto the monument. It was the Saturn V rocket, ready to launch. Over the last few months, preparations had been made and a Joint Resolution of Congress passed allowing a national monument to be used for this purpose. Large speaker stacks had been erected along the mall and giant projection screens set up in front of the Smithsonian Castle, along with bleachers for a VIP section.

TIIs waiting for Moon show

TIIs and various VIPs waiting for the 10:30 show of Go For the Moon. We got tickets to the VIP bleachers and a great view of the program.

I walked up to the video walls and took photos of the countdown with 9:30 being set for the first show. I walked back to where I could have a good view and moved into the sea of people and sat down among them, hoping to catch the vibe and hear the reactions. The logo of Apollo 11 was displayed on the screens – the Eagle with an olive branch landing on the Moon without any names on it. A large clock counted down toward T-0, and with a few minutes to go the video program started: Kennedy giving his speech at Rice University; the building and testing of the rocket and spaceships; the technical challenges. Then, at T-0, the engines ignited and the projection showed the Saturn V rising slowly above the ground. It looked as if the entire monument was being launched, and the huge speakers thundered and shook the ground. It was the closest I could ever come to watching a Saturn V launch in person.

The program continued to show the detachment of the first and second stages, the third stage blasting the astronauts out of Earth orbit and on toward the Moon. It showed the CSM pull out, thrusters rotating it 180 degrees as it thrusted back to the third stage, docked with the Lunar Module, and pulled it free. It showed the long coast to the Moon, the firing of the CSM main retrorocket to slow down into orbit. Then the LM separated and fired its descent stage rocket to head down to the Moon and Tranquility Base. It showed the 12:01 and 12:02 overflow alarms, running low on fuel, and the landing. Neil and Buzz descended to the surface, and man was on the Moon.

TIIs waiting for show

Getting hyped up for the show.

After Neil and Buzz climbed back aboard, the Ascent stage blasting off and the remainder of the LM redocked with the CSM. Then we saw the return to Earth and the splashdown in the Atlantic Ocean and recovery by the U.S.S. Hornet.

The entire show was 17 minutes long, but it was stirring. All the people around me watched with bated breath even though it had been 50 years. They cheered at the landing as if they had lived then. I was nine years old, and I remember. The Deseret News published a series of stories today selected from submissions by people who were alive to see the original landing. I submitted my story of running home from Sacrament Meeting to tune in the old Zenith black and white TV with vacuum tubes to watch the astronauts climb down to the surface of the Moon. My story was published today, alongside stories by a man who listened to the landing as he returned from a bombing run over Vietnam and a man aboard the Hornet who saw the astronauts recovered and return, walking into the Receiving Lab. He saw Pres. Nixon get a photo opp.

As the crowd dispersed I walked down to the bleacher section and pulled out my printed pass for the VIP section. Now I would get to sit in the bleachers and see the show again from a better vantage point. I sat with other TIIs from both cohorts for the 10:30 show and we were all jazzed up. Some had seen the 9:30 show, some not. Other VIPs filled in around us. To my side were a bank of cameras recording the show. One VIP that showed up was Adam Savage from Mythbusters, who was here in the closed off exhibit building a replica of the Apollo escape hatch. He was wearing a tuxedo for the show, and I did see him and wonder who the poor person was wearing the tux in this punishing heat. I wouldn’t have survived the day without the metal water bottle Shannon has given us.

Screen shot 2019-10-06 at 6.55.52 PM

Our return to the Moon will be through one of two systems. This is an artist’s concept of the Space Launch System with Orion capsule, being built by NASA to build first the Gateway platform in cis-Lunar space, then send astronauts back to the moon through the Artemis program.

As the T-0 time again approached I readied my camera and set it for video. This time I recorded most of the presentation. So did all the people standing before us – all I could see was a sea of glowing electronic screens.

It was even better the second time with this clearer view. We cheered and shouted. My water bottle fell off the bleachers, along with some others, and one of the museum staff was kind enough to crawl under and pull it out after the program was over and we began to disperse.

Screen shot 2019-10-06 at 6.54.50 PM

The Space Launch System on its way into space. The first test launch will be in 2021 – hopefully.

I walked with some other TIIs to the Smithsonian Metro station and rode back to Tenleytown. We found a bus back to the dorms from there and got to sleep late. It had been a long but fulfilling day, and tomorrow will be even more memorable.

I hope that the excitement and cheers and celebration I saw from hundreds of thousands of people tonight can be harnessed for our return to the Moon in the next few years. We are finally getting close again. I have waited a long time since we last visited the Moon or even sent men into deep space, last done in 1972. With recent tests of the SpaceX Starhopper prototype and pending tests of the full Spaceship system and NASA’s Space Launch System, we will finally have two rocket systems capable of sending humans back to the Moon. It will happen within the next five years, if the Artemis program can stay on track, or less if Elon Musk has his way. I hope to see it – to be alive through both the first and second (and continuing) set of missions to the Moon. I hope to see the first humans set foot on Mars. Tonight, for the first time in 50 years, I felt that it was possible.

Screen shot 2019-10-06 at 6.43.37 PM

Artist’s drawing of the Starship spacecraft detaching from the Super Heavy booster, a launch system being built and tested by SpaceX. It seems to me to be even odds as to which system makes it to the Moon first, and I expect Starship to make it to Mars first because Space X has the momentum that NASA lost in the 1970s and is still trying to recapture.

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Dropping the Moon

Teacher Innovator Institute Day 4: Thursday, July 18, 2019

Cari points out dust bunnies

Dr. Cari Corrigan points out a pre-solar grain in a fragment of the Allende Meteorite which fell in Mexico in 1969. It is the oldest object on Earth and formed in the early solar system 4.65 billion years ago.

On Thursday, July 18, 2019 we were in two locations on the National Mall for our Teacher Innovator Institute. We started in the Museum of Natural History and ended in the American History Museum.

Big guy

Not something you want to meet while out surfing . . . this thing is nearly 50 feet long.

The Meteorite Collection

We took the Metro System to Metro Central and then to the Archive stop and walked to the Natural History museum. It was already turning out to be a stiflingly hot day, with a record setting heat wave in Washington, D.C. and 70% humidity. I was glad to sit inside the atrium waiting for the museum to open, because at least the air conditioning inside was blowing through the doors into the atrium. Separated in cohorts, then the 2019 cohort walked into the museum to the meteorite collection where we further split into two groups. My group was asked to hang out for about an hour and to look for something in the museum that represented us. I had already done that on Tuesday when I found the trilobites from western Utah, so I went in search of something to eat as I hadn’t had much breakfast. My supplies from the Target run on Saturday we getting depleted. I found the museum’s café and had some overpriced food just to keep myself together for the rest of the morning. I also took photos of a model of a megalodon, the largest shark ever to grace the planet.

Hope Diamond

The Hope Diamond, the most infamous of all diamonds on Earth. It started as the Blue Mogul and probably came from the Golconda mine, but was recut into its current form.

We met back upstairs in the meteorite collection, where Dr. Cari Corrigan led us through an almost hidden set of doors and through security systems to the meteorite vault. It had a long table in the center with storage cabinets and lockers along the walls. A poster at one end advertized a “cool” vacation trip to collect meteorites in Antarctica. We donned gloves as Dr. Corrigan explained the meteorites she was showing us. With each one, she handed it around so that we could pick it up in our own hands and photograph it. Each one was more interesting than the last, and she told stories of how they were found and identified.

Ann Hodges and her meteorite

A photo of Ann Hodges and her doctor, Moody Jacobs along with a fragment of the meteorite that hit her in 1954.

We began with a piece of a meteorite that had crashed through the roof of a house in Sylacauga, Alabama in 1954. It bounced off a radio and smacked Ann Hodges in the hip as she was napping. This is the only known meteorite to have actually hit a human being, and odds of this are astronomical (sorry about the pun). You have a better chance of being sucked up by a tornado, blown across the state by a hurricane, and hit by lightning all at the same time. The result was a nasty bruise and instant celebrity that Ann wasn’t ready for and didn’t welcome.

Red Malibu with dent

A 1980 red Chevy Mailbu that was smashed by a 26.5 pound meteorite in Peekskill, NY in 1992. Thousands of people saw the green fireball streak across the sky during football games on that Friday night in October.

The next meteorite smashed into the back end of a red Chevy Malibu parked in Peekskill, New York in 1992. The bright, greenish fireball was witnessed by thousands across the Eastern United States. It was a Friday evening in October, so many people who were filming local football games caught the fireball on camera. It broke up over Kentucky, passed over West Virginia and Pennsylvania, and hit the ground in Peekskill. One piece of it brought a bit of fame and fortune to the 18-year-old owner of the car, Michelle Knapp. She had recently bought the car for $400 and sold it to a meteorite collector for $25,000. The meteorite itself was sold by her family for $50,000.

Peekskill meteorite

In the plastic case is a thin section of the Peekskill meteorite and photos of the family holding the 26.5 pound chunk.

The next meteorite was the largest piece we got to see. Dr. Corrigan showed us the largely gray fragment with white inclusions and said it was a piece of a meteorite that landed near Allende, Mexico in 1969. Planetary scientists descended (sorry, more puns) on the town and recovered hundreds of pieces. Using radiometric dating, they found it was the oldest meteorite yet recovered and its gray areas dated to 4.65 billion years ago. The white areas were “dust bunnies” that formed from pre-solar grains, parts of which have been dated to over 5 billion years old. That makes this the oldest known object on Earth that has remained substantially unaltered. Technically, all of the atoms in our bodies are much older than the solar system, but they have been recombined so many times that we can’t know their origin. The Allende meteorite, except for a brief burning crash through Earth’s atmosphere, has remained unchanged since our solar system started to form. And I got to hold a piece of it – the oldest object on Earth!

Me with Allende meteorite

David Black holding a section of the Allende Meteorite, the oldest object on Earth at 4.65 billion years.

Dr. Corrigan also passed around a fragment of the Chelyabinsk meteorite that exploded over Russia in 2013. It was the most documented of all meteorites, with dashboard cameras from cars all over that part of Siberia recording the event, as well as videos of the shockwave as it blasted out windows all over the city. I asked her if any fragments of the Tunguska event of 1908 were ever recovered, and she said no. That air burst was the most violent meteor event in recorded history. The glow from that explosion was seen as far as Paris and London.

Me with Chelyabinsk piece

A fragment of the Chelyabinsk meteorite which exploded over Siberia in 2013.

She then passed out several meteorites that came from the moon, blasted off by impacts and traveling through space to land on Antarctica. Some of the pieces were enclosed in domes or in plastic boxes, but one was a small piece she handed around by itself. As I was holding it in my right hand and trying to photograph it with my left, I didn’t have the tactile sense I needed because of the gloves. It slipped from my hand and dropped to the floor.

I dropped the Moon.

Lunar meteorite I dropped

This is a piece of the Moon. Right before I dropped it . . .

Fortunately Dr. Corrigan didn’t see this happen as I was on the other side of the table from her, but several of the other teachers around me were aghast. So was I. Even more fortunately, it did not break and appeared undamaged. Later, as I thought about it, it occurred to me that this small rock had been through quite a bit already – it was blasted off the Moon by a violent impact, traveled through the vacuum of space for 250,000 miles before burning through Earth’s atmosphere to smash into a glacier in Antarctica, then get ground by glacial forces over thousands of years until it was inexorably pushed up onto the side of a mountain range, collected by planetologists, and brought back to the U.S. for storage and analysis. A drop from my hand three feet to the floor was unlikely to damage it, but I was still terribly embarrassed to have added insult to injury for this poor little rock.

Lunar meteorite in dome

Another lunar meteorite protected in a plexiglas dome.

This incident has now been added to my all-time most embarrassing moments. It ranks number six. Number five was having a major Halloween costume malfunction in front of a class of 8th graders three years ago. Number four was the “How to Handle a Woman” debacle when a group of us tried out for a solo and ensemble competition in high school. The try out did not go well. The choir director was trying so hard not to laugh that his face turned purple. Number three was the time I got neodymium magnets stuck up my nose while presenting a lesson activity on gravity assist maneuvers to a group of 25 high school teachers at the Jet Propulsion Laboratory in 2002. I don’t talk about numbers two and one.

Me holding Mars

Me holding a piece of Mars. Notice the extra hand under mine – Marc wanted to be certain I didn’t drop this, too.

A Chunk of Mars

I did my best to recover, but the other teachers were a lot more cautious about letting me handle the meteorites on my own. Dr. Corrigan then explained a meteorite that had puzzled all the experts. It had definitely not come from an asteroid or other conventional source. Finally, a scientist got the idea to analyze small pockets of gas trapped inside the meteorite and discovered they matched the isotopes of air on Mars. A large asteroid impact had blasted this rock off of the surface of Mars, then it had traveled through the solar system for untold millions of years before landing on Earth. It joins a handful of known pieces of Mars on Earth, and certainly lends credence to the theories of panspermia, that if life started on Mars or on Earth, it could have spread throughout the solar system by meteorite impacts.

Meteorite group

Part of the 2019 TII cohort with Dr. Cari Corrigan in the meteorite collection at the American Museum of Natural History.

We took a group photo and thanked Dr. Corrigan, then returned to the main meteorite collection. We broke for lunch, and I ate a Philly cheesesteak sandwich from a vendor truck outside the museum.

AMerican history inside sign

An interior sign for the National Museum of American History, where we spent the afternoon. It has changed a great deal since the last time I was here.

American History Museum

We met after lunch in the National Museum of American History in a back conference room behind the Scratch Lab. We had several presentations on such subjects as free online graphing calculator simulators and some Mars science activities, although the presenters were again going way too fast. Betty Jo spoke briefly about how her students successfully grew potatoes in Mars soil simulant, but they had to do quite a bit of pH neutralization before the plants would grow well. We built a water filtration system using plastic bottles and common materials such as activated charcoal and pasta.

Filtering activity

A water filtration system using common materials to filter the sludge in the bottle at right.

We also had a presentation on the Smithsonian’s Learning Lab system, which allows a user to search through tens of thousands of artifacts and put together customized online tours and scavenger hunts, add notes and quizzes, and make user experiences for students to follow. I can see this being useful as part of my lunar lessons and other lesson plans to explore objects in the Smithsonian collection. Here is the website: https://learninglab.si.edu/

While we were making the filtration system, my roommate, Jay Hentzen, collapsed onto the floor. He had not been feeling well that morning, and suddenly had been hit by extreme pain. He had to go to an emergency room, where they found he was suffering from a kidney stone. Having had one myself ten years ago, I can relate to the pain he is going through.

Happy hour group

Part of our group at the restaurant on Thursday, July 18

We walked from the American History Museum up to Gallery Place where we were scheduled for a group dinner and happy hour at a restaurant and bar in Chinatown. On our way we passed by the Chinese-Chilean fusion restaurant and the Mongolian barbeque place I had eaten at three years before on my first Einstein interview trip, and we passed through the area I had stayed in two years ago on my Research Data Teacher Conference trip. I’ve gotten to know this part of D.C. pretty well.

Chinatown gate

Gate to Chinatown. Sorry it is washed out – my camera was still set for low light conditions. I am fairly familiar with this area, and there are some great restaurants.

The restaurant had pasta and pizza bars and a Coke Freestyle machine. My pizza was good and I talked with Seth, Scott, Beth, and some of the other 2018 cohort. After the dinner, others wanted to continue on to other bars, but I needed to get back to the dorms to do laundry; I’m not into the bar scene. I got on the Metro next door at Gallery Place and headed back to Cleveland Park, where I got off and walked to the Target store to buy laundry detergent and more food. Back at the dorms I dropped off my stuff, then walked over into campus to the student union building and put some money on my key card. I went back to the dorms and used the card to do a load of laundry while I called my family at home, as I have done each evening.


The Batmobile in the American History Museum.

I finished the evening grading papers that had been shared with me via Google Docs from my students and the substitute teacher and wrote up my final lesson plans for tomorrow. I had printed out all the worksheets prior to leaving last week, so all I had to do was write up final instructions for the sub. Jay made it back to the dorm late and was still in some pain, but was on pain relievers and thought he might have passed the stone already.

Countdown clock

Counting down to the launch of the Washington Monument on Friday night.


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At the Udvar-Hazy Center

Teacher Innovator Institute Day 3: Wed., July 17, 2019

Group inside dome-s

Teacher Innovator Institute 2019 cohort inside the geodesic dome we built

On our third full day of the Teacher Innovator Institute we were at the National Air and Space Museum Steven F. Udvar-Hazy Center again near Dulles International Airport. We spent the morning completing two team building design challenges and the afternoon in breakout sessions including one on STEAM activities and another on coding resources. We also heard a panel discussion by two World War II veteran airmen, including one of the Tuskegee airmen.

Straw design

Shay, Elizabeth, and Darbie constructing a tetrahedron from StrawBees.

Launching a Project with a Driving Question

A 13-year CTE teacher from Loudoun County Schools led a discussion on how to kick off a PBL experience with a driving question. The question, properly formulated and driven by the students, forms the structure around which learning occurs in a project. He pitched the driving question for us: How can we, as aerospace engineers, construct a structure that is portable, strong, easy to assemble in a short amount of time, and that can withstand the environment of Mars?

Straw building

Megan and Jay working on a StrawBees structural design.

This driving question should be broad enough and deep enough to lead to other, more detailed questions, such as: What kind of structure (size, shape, etc.)? What do we mean by portable? How strong does it have to be? What kinds of materials do we have to work with? How easy to assemble does it need to be, and in what amount of time? And, of course, what is the environment of Mars like?

Each of these sub-questions can be further divided, and more details added. Do we want the structure to be above or below ground? What is its purpose? Do we only have the materials available on Mars to work with, or do we bring the parts with use? How light does it have to be, and does it need to be something one person can carry, or can it be transported by a rover or other vehicle? How do we enter and exit it without letting air out (or Mars atmosphere or dust in), and do our spacesuits have to come inside or stay outside? Under the environmental conditions on Mars, what is the temperature range it will have to withstand, and the wind conditions, and the radiation environment? The answers to these questions provide the constraints, or specifications, of the engineering project.

Testing straw design

Testing the StrawBees structure by inflating a balloon inside.

Josh made a point that as teachers, we should NOT tell our students what the questions are or the answers. As they formulate both the questions and look up information to answer them, they will be doing the learning on their own in a student-centered fashion without us doing more than acting as guides on the side. The point is to let the students figure out what they need to know to be successful. We need to stand back and let them learn. Too often as teachers we get in the way of student learning.

Mike tests straw design

Mike Spiedel tests a StrawBee structure while Colleen holds her breath

Often to help students formulate questions, it can be important to have them construct a simple initial prototype to get a feel for the problems they face. To this end, Josh was joined by Mike Speidel, also with Loudon County Schools assigned to teach at the Udvar-Hazy Center, to show us a construction system called StrawBees. They are a series of vinyl plastic connectors that can be cut using a Cricut machine or 3D printed and which attach drinking straws together to make structures. He handed out kits to each table of teachers and asked us to create a prototype habitat that would be tested by sticking a balloon inside, then blowing it up until something broke.

I suggested an octahedral shape, which we tried, but it failed. We eventually succeeded with a more flexible structure that would give when the balloon inflated. Other teams got there first, but we did get there before the time was up.

Flak Bait restoration

Panoramic photo of Flak Bait, a World War II B-24 bomber being restored at the Steven F. Udvar-Hazy Center.

Geodesic Dome Emergency Shelter on Mars

Now it was time to build the larger structure, which would be a geodesic dome made from large PVC pieces and custom connectors from a Do-It-Yourself furniture company. While the team leader volunteers planned, I took some stairs up to the second floor where I could overlook the Discovery shuttle. Through a back window I saw the restoration area of the Center, where they are refurbishing and repairing a World War II bomber called Flack Bait. I took a panoramic shot of this and the shuttle, and a model of the Pathfinder mission.

Pathfinder from above

Engineering test model of the Pathfinder mission and Sojourner Rover

As the entire 30-person 2019 group began to assemble the dome, I found myself volunteering for the role of observer and photographer. This is partly because I had a good camera, but also because of my training in organizational behavior and management, which is my masters degree. I am used to running team-building activities as an observer and it is hard to break myself out of that role. So as the assembly started, I took many photos and video clips as the structure rose from the concrete floor behind the shuttle. It progressed well, but I could see a coming problem – the dome was too big to easily reach the top for construction and there were no ladders to stand on. One of the teachers was a cheerleader coach and suggested building a human pyramid, but that wouldn’t fly (not with a concrete floor). Eventually a solution was found: Build the top of the dome on the side, then move it in place and flip it over onto the top and bolt it down. We managed to build the whole dome and get everyone inside with 20 seconds to spare on the hour time limit.

Planning dome

The 2019 cohort planning how to build the geodesic dome Mars emergency shelter

We returned to the classroom and debriefed. Josh spoke of how to effectively journal an experience so that optimum student learning can occur. As I reflected, I had to think of why I tend to take the observer role. What do I fear about getting into the thick of things in a group activity? I fear not being listened to, which tends to happen when I am forced into a group situation. I don’t advocate for myself very well. Or I go too far and come off as the know-it-all (like when I play Trivial Pursuit with friends), then wind up being wrong. I hate being wrong in front of a group, so I stand aside and let others make decisions or I disengage and become the observer to avoid being put in that position.

Megan directing

Organizing materials for the dome

Well, enough self-assessment and pop psychology.

Top goes on

Fastening on the top of the dome, which had to be built on the side and lifted by the entire group into place.

Breakout Sessions

After lunch we broke in to sessions and I choose to stay in the main classroom to hear Tina, Betty Joe, Jen (from Utah), and Brinley of the 2018 cohort present on STEAM activities. I tried to take notes, but it was a fire hose of information and my notes are fragmentary at best. Hopefully I will have time to go through the online group folder where all of these lesson plans are located. I do see how a Cricut machine could come in handy. Jen talked about taking plain colored T-shirts and laying out vinyl shapes, then spraying the shirt with bleach to make a white area around the shapes. This is the opposite of using shapes to block the light for a blueprint T-shirt like we did last week in my STEAM class. We did do one activity as a group to take a clear plastic plate and paint it with Sharpie markets, then use heat guns to make Shrinky Dinks out of them. I’ve done this before using plastic cups melted in a toaster oven, but I like the larger size of the plates.

Shrinky dink before

A colored plastic plate before heating and shrinking with a hot air gun, along with a Moon themed Oreo cookie.

During the second breakout session I went to the other room to hear Scott, Beth, and Christina talk about video editing tools and coding resources. I wrote down a lot of sites for teaching beginning coding, even to lower elementary students. They also talked about using Minecraft, Arduinos, and Raspberry Pis. Again, I took as many notes as I could and hope to have time to check everything out before school starts up again.

Completed shrinky dink

Colored plastic plate after heating and shrinking

A Tuskegee Airman

We walked out into the main hangar area to hear two World War II veteran aviators speak of their experiences. One was Colonel Charles McGee, who was trained as a pilot at Tuskegee, Alabama and is the only known pilot to fly over 100 combat missions in each of three wars: World War II, Korea, and Vietnam for over 500 total missions. It was inspiring to hear him speak – he is going to be 100 years old this year.

WWII airmen

Two veteran aviators from World War II, including Col. Charles McGee, one of the Tuskegee Airmen and the only pilot to have flown over 100 combat missions in each of World War II, Korea, and Vietnam.

The other speaker, whose name I did not write down, was a pilot of a B-24 bomber shot down over Germany. He survived when the rest of his crewmates did not. He had been wearing a parachute because he was too short to reach the airplane control pedals and the chute helped push him forward in his seat. When is plane was shot down and broke in two, he was the only one wearing a chute.

Group at Georgetown restaurant

A group of us at an Italian restaurant in Georgetown

Upon returning to American University, we rested for an hour or so and then a group of us ordered several Ubers and we ate at an Italian restaurant in Georgetown. It was a fun group and I enjoyed getting to know the other teachers better. I never did finish my leftovers.

Manned Maneuvering Unit

Manned Maneuvering Unit on display at the Air and Space Museum

Building bottom ring

Building the bottom ring

First crosspiece 2

The first level takes shape

Final parts go together

Beginning to shape up

The geodesic dome begins to take shape

Group inside finished dome

2019 Cohort of the Teacher Innovator Institute inside the finished Mars shelter

Hazy with Discovery

The space shuttle Discovery at the Steven F. Udvar-Hazy Center

Discovery pano

A panoramic photograph of Space Shuttle Discovery

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I Spy With My Little Eye

Day Two of the Teacher Innovator Institute; July 16, 2019

Bond car 2

This car comes with a few extra features . . . the famous Aston Martin that was driven by James Bond in the International Spy Museum.

On this, the second full day of our Institute, we were in and around the National Mall in the new International Spy Museum and the National Museum of Natural History. I learned about the newest practices for informal science education, some of the weird espionage moments in history, and various types of robotics. I found some connections to my local geology and family history, and explored the rock and mineral collections of the Smithsonian.

Spy museum entrance

Entrance to the International Spy Museum.

No Cone of Silence

We rode the shuttle bus to Tenleytown and took the Metro system to L’Enfant Plaza, where the new International Spy Museum is located. After a stop at Starbucks at the top of the escalators, we walked to the museum. This exit from L’Enfant was the same that I took mistakenly the last time I was here for the Einstein Fellowship interviews. I hope to get this station figured out finally so that I can always take the right exit depending on where I want to go. Several of them have astronaut dogs pointing, but the one without the astronaut is the Washington and 7th St. exit, which leads to the Air and Space Museum.

I spy Monic

Monic, one of the teachers from Riverside, CA posing in the Spy sculpture outside the International Spy Museum.

We took some photos outside with the 3D SPY sculpture then were ushered into the lobby past the James Bond Austin Martin car to a classroom on the second floor. This museum has only been opened for a few months, and the classroom space is brand new. We got badges and went up to the fifth floor to begin our missions. Based on input about your personality, an actual spy persona is loaded into your badge and you are required to travel through the museum from station to station, picking up equipment, traveling to locations, collecting intelligence, sending it to headquarters, and analyzing the information to draw conclusions. This process is very much like the scientific method; intelligence operations must gather and analyze and interpret data to draw conclusions about possible threats. My persona was an art dealer, and I picked the wrong type of equipment for my mission at the first station. Q would have been frustrated with me. All of the choices are loaded onto the card at interactive computer stations based on the content of each room of the museum as you spiral down through the floors.

US Intelligence agencies

Different intelligence agencies of the U.S government.

It started with real-life spy biographies on video panels on the walls, done by actors except for a real spy who had infiltrated Al Qaeda and is now in hiding. Mata Hari was one of the examples, and when I mentioned to a docent that Mata Hari means “the Sun” in Bahasa Indonesia, she said that she already knew that. I guess I should let the experts do their job and stop going into teacher mode.

MAta Hari exhibit

An exhibit on Mata Hari, the famous femme fatale. I learned while I was in Indonesia that her name actually means “the sun” in Bahasa Indonesia.

We progressed through the rooms and levels, and there was so much to see and do that I didn’t get through the entire mission, but it was fascinating and interactive and engaging, just what a museum experience should be for a visitor. There was a display on the infamous Enigma machine and how it was decoded at Bletchley Park as part of the Ultra Secret. There was a section of the Berlin tunnel, dug from Western Berlin under the wall to pick up electronic transmissions and signals from the Soviet side in East Berlin. There was a display on the U2 spy plane and the Gary Powers incident, and so much more. Examples ranged from ancient espionage to modern examples, with stories from across history and many nations. I wish I had the time to go back.

Enigma machines

The Enigma machines with code wheels that could produce trillions upon trillions of possible combinations.

As I progressed through the levels, the music that kept playing in my mind was a combination of the James Bond theme and the opening theme from “Get Smart.” They do have some examples of fictional espionage in the museum, such as Emma Peale and James Bond, but I was a bit disappointed not to find a series of slamming walls, a shoe phone, and a functioning Cone of Silence.

Berlin tunnel

A section of a tunnel dug under East Berlin to tap into the Soviet communication systems.

After our two hours to explore was up, I bought myself a T-shirt in the gift shop. We then re-convened in the classroom on the second floor and the museum’s historian, Vince Houghton, author of the new book Nuking the Moon, spoke to us about some of the crazy espionage schemes thought up (but not successfully developed) through history. There was the infamous Glomar Explorer of the 1970s, which was built by Howard Hughes’ companies to supposedly pick up manganese nodules from the ocean floor but was really built to recover a sunken Soviet submarine, attempts at mind-control devices, and using cats implanted with microphones as mobile listening devices to sneak into foreign embassies.

Nuking the Moon

Nuking the Moon, a book on bizarre spy schemes by historian Vince Houghton.

I have been through many museums and have worked with informal science educators. I’ve even applied to be one. I wish that all museum experiences could be as engaging and engrossing as the Spy museum was for me. It left me wanting more. Two hours was not nearly enough time. I could go through several times and since I would have a different persona, the experience would be different each time. It was interactive, well thought through, and educated me without seeming like I was in school or in a classroom. This is what state-of-the-art informal science education should be like.

Nuking Moon author

Historian Vince Houghton spoke to us about some of the more bizarre espionage attempts, including turing a cat into a mobile listening device.

My Original Project Idea

As I was writing this, I referred to my notes about the Institute taken in a black notebook. I had to switch to this notebook part way through the Institute because I filled up my red notebook. As I searched for the entry for this day, I went back a bit too far and came across something written on March 25, 2018 where I had described my interview for the Einstein Fellowship in Washington, D.C. a few weeks before. I thought things went well, but of the 4-5 people interviewing for the Noyce Scholarship position, I was not the one selected. As I waited for my phone to ring with an offer of a position, day after day passed and I started giving up hope. Then I had an interesting dream that led me to realize that all would be well and that what I sought was coming soon and would not require me to move to Washington, D.C. or uproot my family. The next day I received an e-mail from Nathan Smith, a Utah State University CTE coordinator who sends out a monthly newsletter of opportunities. The e-mail informed us about the Teacher Innovator Institute and that the deadline was coming up soon. I thought this must be the answer to my dream, and I applied for the Institute last year.

David von Wollanstein

David Black as Sir Francis Walsingham, master spy for Queen Elizabeth I. I’ve always secretly desired to be a swaggering rascal . . .

My notes in the notebook went into some detail on the project I wanted to develop, and it was certainly ambitious. Too ambitious to be successful, which is probably why I wasn’t selected. My last note in the notebook was a kind of “Now what?” analysis. I had been so certain this was the answer for me, but was disappointed. Then my son got sick and had to be hospitalized right during the time of the Institute, so it was a good thing I wasn’t selected. Now, a year later, without reading the section above it, I drew a line through the notebook and began writing notes from the Institute. I got selected this time because I pared down my project to something manageable and focused on my middle school experience. The other Utahns selected last year must have read Nathan Smith’s e-mail, too – at least John Teuscher said that’s why he applied. Now the answer from my dream has come, just a year later than expected – and here I am.

U2 flight suit

Flight suit for the U2 spy plane.

The need for my original project idea has not gone away. It was to develop more interactivity for the Air and Space Museum similar to what I just saw at the Spy Museum. I find out now that the Air and Space Museum at the Mall is being renovated – the western half is already closed down, and all the exhibits will be redone, renamed, and redesigned for greater visitor engagement just as I had envisioned last year. We will even do some focus groups later this week to analyze various exhibits to provide feedback for improvements. In about four years, the place will be much different. I see opportunities for doing similar things with museums in Utah, perhaps incorporating virtual reality and augmented reality through the Black Box Innovation Group concept I have been developing. Stay tuned . . .

Group outside Spy

Teacher group outside of the Spy Museum before breaking for lunch.

Robotics Systems

We separated for lunch, which I ate at Popeye’s Chicken at the food court leading in to L’Enfant Plaza. A group of us rode the Blue Line two stops up National Archives and walked from there to the Museum of Natural History through the blisteringly hot and humid weather. We waited outside until the entire group could go through the entrance metal detectors, get our badges, and go up several flights of stairs to a conference room.

My right leg is still hurting and swollen from overdoing things on Sunday, so climbing the stairs was a bit challenging.

Group outside Natural history

Waiting outside the Natural History Museum

The conference room was a bit small for all of us, but we managed. We started with a session of 2018ers demonstrating various types of robotics systems that we can choose to use in our classes, ranging from Ozobots to Spheros to LEGO EV3 and Wedo. Steve and Keith demonstrated the Parrot Drone quadcopters and how to program them. For Ozobots, we looked at using the color codes to teach mathematics equations among other ideas. We saw ideas for using Spheros to do art – having them roll through puddles of colored paint while protected with waterproof skins. We could use their sensors to turn into Mars probes on simulated terrains.

Quad copter

Demonstrating how to use a Parrot Drone quadcopter.

Our final session of the day was a breakout, and I stayed in the room to learn about design challenges from Shaoni and John and we brainstormed a list of possible ideas – there are so many and I was writing fast, so it is a bit hard to make out my notes.

Exploring the Natural History Museum

We finished a bit early, around 3:00, so that the GooseChase teams could go out to gather their points. I was not about to run around D.C. in the high heat and humidity with my gimpy leg, so I decided to stay in the Natural History Museum and explore.

Millard County trilobite

A trilobite fossil in the Natural History Museum that comes from the House Range in Western Utah, near where I grew up. My grandfather used to take me to dig up trilobites in the area near Antelope Springs.

I have been here before, including ten years ago when I came here with my daughter and two youngest sons. I took many photos in the meteorite, mineral, and gemstone galleries that I used in my beryllium videos and elsewhere, so I wasn’t as focused on photographing everything. I wanted to focus on my TII project and to look around through some other galleries. I was also killing time because we were meeting with one of the observatory directors at the Air and Space Museum at 7:00, so I took my time.

Banded iron deposits

Banded iron oxide deposits from the Upper Peninsula of Michigan. When cyanobacteria flooded the Earth’s atmosphere with free oxygen in the Great Oxygenation Event (which may be the greatest environmental catastrophe of all time), it oxidized vast amounts of iron in the oceans which precipitated out as these deposits.

I started in a gallery talking about the origin and evolution of life, which I thought would be useful for my biology classes. I found exhibits of different types of life through geologic time, and came across an exhibit of trilobites. Coming from Millard County, Utah, I am familiar with the trilobite fossils in the House Range. My grandfather even had a mining claim for trilobites and used to take me out to the Antelope Springs area collect them. I tried to find his claim site on two occasions a few years ago but got a flat tire on the sharp slate rocks each time. I was happy to see several specimens from the House Range in the Smithsonian Collection. I also took photos of some banded iron deposits from the Upper Peninsula of Michigan. I hope to get up there some time – my grant application for the National Mining Association’s conference in Marquette, MI this year was denied. These bands are associated with the Great Oxygenation Event when the first cyanobacteria pumped free oxygen into the atmosphere and caused iron dissolved in the oceans to oxidize and precipitate.

Shergotty 2

This is a piece of the famous Shergotty meteorite, which has been identified as coming from Mars.

I then walked upstairs and took photos of meteorites and lunar samples. It was about 4:30, so I found a quiet stairway and sat down to rest, as I was quite tired. There are days when I certainly feel like I am pushing 60, and this was one of them. When the museum closed at 5:00, I walked across the mall and sat in the gardens next to the Smithsonian headquarters building, got a water ice from a vending stand, and ate supper of chili cheese fries at the food court at L’Enfant Plaza again. It was overcast but still quite hot and humid, so I took my time walking and enjoyed not being rushed.

Moon rock lit up

A piece of lunar brecchia brought back from the Apollo missions.

Sun Scopes

Just before 7:00 I walked over to the Air and Space Museum and met up with about 15 other TII teachers who had come to hear about the Phoebe Waterman Haas Observatory. This is a small white dome built onto the patio to the east of the main museum, and is used mostly for sun watching and occasional night sky viewing and star shows. Since it was overcast, we couldn’t see the sun but we were shown the various telescopes and sun screens used.


Emeralds on display in the Natural History Museum

After the brief tour, we rode the Metro system back to the American University dorms. I spent the remaining time that evening uploading photos and writing notes for my substitutes. I was pretty tired after being in the heat all day, and it was nice to take a second shower and cool off a little.

NASM observator tour

Tour of the Phoebe Waterman Haas Observatory at the Air and Space Museum

Mineral spectrum

A spectrum of minerals, showing the wide variety of colors that can come from various minerals, ranging from purple amethyst on the left to red rhodochrosite on the right.



Sapphires on display at the Natural History Museum

Easter Island statue

A Moai statue from Easter Island, carved by the Rapa Nui people.

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Teacher Innovator Institute

Monday, July 15, 2019

Me in spacesuit

David Black posing inside a mockup of a spacesuit outside the Steven F. Udvar-Hazy Center of the National Air and Space Museum

This was our first official day of the Teacher Innovator Institute in Washington, D.C. sponsored by the National Air and Space Museum. It was held at the Steven F. Udvar-Hazy Center in Chantilly, VA, which is an extension of the main museum on the National Mall. I had never been to this annex before; it was one of those bucket list items that I finally got to check off.

I applied last year but was not accepted. In some ways I am glad to be part of the second cohort because last year would have been impossible, what with my son being in the hospital for a serious infection and remodeling our kitchen during the same time as the Institute. As a 2019 cohort, we also benefit from lessons learned last year. Between both cohorts there are 59 of us here.

Group waiting for bus 2

A group of TII teachers waiting for the bus to start the first official day of the Institute.

We walked from the dorms at American University across campus to where our bus would pick us up. It was a bit late, and we talked and got to know each other better. We are from around the country, some in small teams from the same schools, some like me are here as individuals. The Institute is funded by an anonymous private donation from a family foundation, and we have speculated which family this might be, but they remain anonymous. It is a generous donation and allows us to attend this Institute for three years and receive a substantial grant in addition to fund travel to conferences and to purchase supplies and equipment for the projects we will develop. For me, one of the best parts will be to attend and help out with the 50th anniversary celebration of the Apollo 11 moon landing.

Group waiting for bus

A group of teachers, mostly from the 2018 cohort, waiting for the bus.

When the bus arrived I sat and talked with Toni, who told me of some of the creative projects she has done in her classroom including having students create working arcade games out of cardboard. I think this will be a great alternative to my Rube Goldberg project and will teach simple machines in a more structured way.

Hazy Center entrance

Entrance to the Udvar-Hazy Center in Chantilly, VA.

It took about an hour to drive out to the annex, which is near Dulles International Airport. We had to drive down through Georgetown, cross the Potomac to Crystal City, then drive out into Virginia amid slow traffic this time of morning. The Udvar-Hazy Center is a huge hangar shaped building that is even larger than the National Mall building and houses an incredible array of air and spacecraft and other artifacts. We unloaded our bus and walked in, depositing our backpacks and personal items in a classroom on the ground floor near the stairs before walking across the hangar floor past the SR-71 Blackbird to the Space Shuttle Discovery in the back hangar area.

Ellen Stofan keynote at TII

Dr. Ellen Stofan welcomes us to the Teacher Innovator Institute. She is speaking under the nose of the Space Shuttle Discovery.

Dr. Ellen Stofan, Director of the Air and Space Museum, was waiting for us and spoke to us, welcoming us to Washington, D.C. and outlining some of the activities going on this week. I asked her about the panel discussion she will be having with Michael Collins on Friday, and she told us more about what the astronauts will be doing this week. After her remarks we had an excellent breakfast while sitting under the nose of the Space Shuttle. After eating I took a few photos before we returned to our classroom.

TII breakfast by shuttle

Teachers for the Institute eating breakfast under the nose of the Space Shuttle Discovery.

We participated in an engineering design contest with our mentors (Shaori took me on as an additional mentee) to build a safe Lunar Lander for two eggs dropped off the second floor balcony. There were some very creative approaches, and this is definitely a group of highly competitive and innovative teachers. We did well with our airbag and parachute concept – similar to Mars rover landers. Neither of our eggs broke, but we did not win the hang time part of the challenge.

Me by Discovery

David Black by the Space Shuttle Discovery at the National Air and Space Museum; July 2019.

We separated by cohorts so that the 2019 group could prepare presentations while we made introductions for ourselves. We ate lunches that we had brought with us in our nice TII backpacks then listened to presentations from the 2018 cohort. I chose to stay and hear Ben and others talk about experiential learning through outdoor science programs. Ben lives in western Virginia and does several large field study projects with his students to gather data on the Chesapeake Bay watershed, including stream and bay environmental studies. Another teacher, Leann, spoke on a new outdoor science park created in the center of Tulsa, Oklahoma. It is designed for students to conduct open-ended field studies and gather data on native plants and animals.

SR 71

The SR-71 Blackbird on display at the National Air and Space Museum in Chantilly, VA.

Shannon Baldioli, the organizer and leader of the Institute, introduced us to a group GooseChase challenge. This is an app that allows organizers to post questions and challenges concerning a geographical area (or a museum) and teams then post photos or videos, answer questions, or otherwise prove they have completed the challenges. The questions are auto scored, but they can be overridden by the game organizers to add or subtract points or disallow entries. We were supposed to join into teams of six, but after trying to join three different teams and being told they were full, I finally joined a team that was a little less gung-ho about the whole thing. We called ourselves the Slackers and decided to post responses only if we happened to run across them. The other teams were expending a great deal of time and effort trying to win, and I didn’t feel like chasing all over D.C. with my swollen leg. I definitely overdid it yesterday, and am paying the price today. I’ve had to keep it elevated most of the time.

Lunar REceiving lab

The Lunar Receiving Lab, which was on the USS Hornet when they recovered the Apollo 11 astronauts. They had to live inside in isolation for two weeks just to make sure they didn’t bring any Moon bugs back with them. There is a famous photo of Pres. Nixon talking to them through the window at the end to my right.

A NASA van had pulled up outside and we went out to get posters and other bling and to pose inside of a spacesuit mock up. At 4:00 we boarded the bus and returned to American University. For supper a group of us walked a short distance to a restaurant called Wagshals, where I ordered a Reuben sandwich with sourdough bread.

Close Encounters ship

Recognize this? It is the original model for the Mother Ship in “Close Encounters of the Third Kind.” Now imagine it with a lot of colored LED lights and that classic John Williams sound track: “Bom bom bom BAH DAH!” Somewhere on here is supposed to be a small model of R2-D2 but I didn’t find it.

I spent the evening talking to other teachers and working on lesson plans. My classes are still going this first week and I have to send in plans to substitutes and grade papers while I am here. I continue to be greatly impressed by the wide range of creativity and experience of the teachers in both cohorts, and I feel privileged to be here with them. This is already shaping up to be one of the best professional development programs I have participated in.

Jim Irwin suit 3

Jim Irwin’s spacesuit from the Apollo 15 mission, complete with helmet, gloves, and lunar dust.

Milestones of flight mural

This mural is called Milestones of Flight and it is hanging up on the wall on the ground floor of the Steven F. Udvar-Hazy Center. I have a copy of this hanging on my wall at school.


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