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Mars Image Analysis
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Jessica Swann, M.EdSchool of Earth and Space Exploration
Arizona State University Mars Education Program
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Objectives of the Activity:
Students will:• Engage in a hands-on, critical thinking and
collaborative approach to studying images of Mars.
• Use observations, inferences, and measurement to makeinterpretations of geologic processes that may have occurred.
• Interpret those processes into a geologic history of theImaged region.
Mars Image Analysis
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Engage
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5 E Learning Cycle
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Mars Image AnalysisWhat can you tell from a picture?
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Mars Image Analysis
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Mars Image Analysis
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• New Conclusions?
• What information could you use from all of the images to gather a better understanding of the geologic history of the area?
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Mars Image Analysis
THEMIS visible images show the morphology or shape of the surface (geologic features).
Activity uses images taken by the Thermal Emission Imaging System (THEMIS) Visible Camera onboard NASA’sMars Odyssey spacecraft.
MARS ODYSSEY
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Context ImageMOLA Shaded
Relief Map
-19N, 173E
THEMIS images are taken during the afternoon and the sun is shining from the left
All THEMIS visible images are ~18 km across
Getting Familiar with Images of Mars
Sunlit side on left = raised feature
Shaded side on left = depression
THEMIS Visible Image 8
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Explore
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5 E Learning Cycle
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Image Information
Context Image: MOLA Shaded Relief and
Colorized MOLA
FEATURE ID CHARTS
PART 1: Identify Features on Images of Mars Using a THEMIS Image
Label identified geologic features on both the THEMIS and CONTEXT images. Use Feature ID charts for assistance.
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Explain
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5 E Learning Cycle
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• Explain a few of the features you observed and identified in the area.
• What criteria did you use to identify the feature?
• Is it possible it could be a different feature? What other feature could it be?
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Evaluate
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5 E Learning Cycle
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PART 1: Identify Features on Images of Mars
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Sample Student Log
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Explore
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5 E Learning Cycle
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Discuss the examples below within your group. Be sure you can justify your answers.
Relative Ages of FeaturesAccessing Prior Knowledge
Feature 1 = CraterFeature 2 = Fracture
Example 1: Which crater is older?
Crater A Crater B
Example 2: Which feature is younger?
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Example 3: Which feature is younger?
1
2
Feature 1 = CraterFeature 2 = Channel
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craters
lava flow
crater
channel
Identify which features are older or younger using the relative age dating principles:
• Crater Classification • Principles of Superposition• Principle of Cross-Cutting Relationships
PART 2: Determine Relative Ages of Features
THEMIS Visible Image
Context image
Relative Age Dating Techniques
Oldest feature(terrain)
Youngest feature(channel)
Lava flow is older than thechannel but younger thanthe terrain
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Explain
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5 E Learning Cycle
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• Which features appear to be the youngest?
• Oldest?
• What criteria did you use to identify the age of these features?
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Evaluate
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5 E Learning Cycle
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PART 1: Identify Features on Images of Mars
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Sample Student Log
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Elaborate5 E Learning Cycle
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Explore
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5 E Learning Cycle
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To determine the size of any feature, you must know a standard measurement:
•THEMIS visible images are 18.0 km across
To calculate the size of features on Mars you will:
1.Determine the scale factor for your image:
A. Measure the distance across in centimeters
B. Divide to figure out the scale of your image:
18.0 km = _21.0__ cm
18.0 km / _21.0__ cm = 0.86 km/cm)
Scale Factor: 1.0cm = 0.86 Km
2. Multiply the size of any feature measured in centimeters by the scale factor:
Example: Width of channel = _2.0__ cm
_2.0__ cm X 0.86 km = _1.72_ km
PART 3: Calculate Sizes of Features (THEMIS images)
Context image
Scale Factor: 1 cm = 0.86 km
~18 km (21.0 cm)
Channel width = 2.0 cm
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Consider the following options for younger students:
1. Measure features in centimeters without calculating the actual size in km.
2. Find features on image that are greater than, less than or equal to general objects you may have in the classroom.
a) Pencil Eraser: Example: This crater is about the size of my pencil eraser.
b) Coins (dimes, nickels, quarters, pennies): Example: This feature is the length of 10 pennies.
c) Post-its of different sizes: Example: This feature is the size of two small post-its.
PART 3: Sizes of Features (younger students)
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Calculating Heights and Depths of Features
To do this calculation, students would use the following steps:
EXAMPLE:
1. Measure the width of the shadow in centimeters.
2. Using the calculated scale factor (From Calculate the Size of Features), convert the shadow measurement to kilometers.
1cm x 0.86 km/cm = 0.86 km
3. Divide that calculated measurement by the tangent of the incidence angle to compute the depth of the feature being observed.
0.86 km = 0.41 km deep cratertan 67.1
PART 3: Sizes of Features (Older students)
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Explain
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5 E Learning Cycle
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• What is the width of thisfeature?
• Where did you measure?
• How many measurements doyou think are necessary?
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Evaluate
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5 E Learning Cycle
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PART 3: Calculate Sizes of Features
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