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Explore Life on Mars PROTECTING LIFE: THE MARTIAN CHALLENGE

www.lpi.usra.edu/education/explore/LifeOnMars/activities/MarsFromAbove/MarsMatch/

Adapted from Imaginary Martians, DESTINATION: MARS, NASA Johnson Space Center, 2002

(http://ares.jsc.nasa.gov/ares/education/program/destinationmars.cfm), and the Space Radiation unit of EXPLORE: HEALTH IN SPACE, Lunar and Planetary Institute, 2006

(http://www.lpi.usra.edu/education/explore/space_health/space_radiation/activity_1.shtml).

OVERVIEW — Children create their own ‘Martian’ using craft materials and UV beads. They will explore how UV radiation from the Sun can affect living things, comparing conditions on Earth and Mars, and then discussing ways that organisms may protect themselves from UV radiation. They will then take part in a Mars Creature Challenge, where they will change their creature to help it survive harsh UV conditions – like on Mars. They will then test their Mars Creatures by subjecting them to different environmental conditions to see how well they “survive” in a Martian environment. This investigation will explore shelter and protection as one of life’s requirements and how Earth’s atmosphere protects life from harmful UV radiation. This activity may be split into a two–part series of activities, 30 minutes each, if needed. WHAT’S THE POINT?

• Ultraviolet radiation from the Sun travels through space. • The blanket of Earth’s atmosphere protects us from much of the Sun’s ultraviolet radiation. • The atmosphere of Mars does not protect its surface from ultraviolet radiation. Earth is protected

but Mars is not. • Mars is harsh: dry, very cold, a thin atmosphere, and lots of UV radiation. • While some ultraviolet radiation is necessary, too much can harm humans (and other living

organisms). • Life needs protection from ultraviolet radiation. • Life on Mars would have to be able to withstand harsh conditions, including exposure to

ultraviolet radiation. • There are ways we can protect ourselves from harmful UV radiation.

MATERIALS — For each child:

• 1 pencil/pen • 1 pair of Scissors • Tape and / or glue • Activity Part 1:

o 3 UV beads (can be found in craft stores; other sources listed below) o 2 Non–UV beads o 2 Pipe cleaners (chenille sticks) • Various craft items for constructing a creature, such as Styrofoam balls, felt, foil, pipe

cleaners, cardboard, bottles, colored card stock, pompoms, or colored yarn • Activity Part 2:

o 1 Mars creature (should have been made during Part 1 of the activity)

Ages: 8 to 13 years Duration: 60 minutes

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o Various materials to design protection, such as construction paper, foil, plastic wrap (of various colors), sunscreen, masking tape, paper, cloth, etc.

• Optional (recommended): NAI Extremophile Trading Cards • Optional: 1 copy of Extreme–O–File: Protecting Life activity pages • Optional: 1 copy of Life on Mars? extremophile trading cards • Optional: 1 copy of Scientist Spotlight • Optional: 1 Hair dryer

For the facilitator:

• background information • An outdoor area where the children can spread out a little, preferably with both shady and sunny

areas Sources for UV Beads: Educational Innovations Phone: 1–888–912–7474 / Fax: 203–229–0740 Steve Spangler Science Phone: 1–800–223–9080

PREPARATION —

• Review the activity procedures and corresponding resources. • Locate an outdoor area close by that has both shady and sunny spots, if possible • Prepare an area indoors with the craft materials, where the children will create their Mars

characters • Optional: Print copies of the Extreme–O–File: Protecting Life activity pages and/or trading cards

(extremophiles) and scientist pages ACTIVITY —PART 1 1.Have the children describe some characteristics of Mars that might be helpful to life. If you have conducted previous activities, remind the children of their discoveries during those activities.

• Is there an atmosphere? Yes! • What is it as thick as the Earth’s? No! • What is the surface like? What types of features are there? Volcanos, craters, and

stream channels.

2. Discuss the challenges that living things on Mars would face. Recall the group definition for life and its needs (the four requirements) from previous activities.

• How is Mars different than Earth? Smaller, much colder, drier, thin atmosphere, windy, no liquid water at the surface, etc.

3. Introduce the topic of solar radiation. The children may be unfamiliar with UV radiation and its effect on skin; you may need to lead them through the discussion.

• What does our Sun give us? Light (which can be absorbed and transformed into heat). • What happens when you stay outside in the Sun for too long? You get sunburned! • What is the part of the Sun’s energy that causes our skin to burn? Ultraviolet (UV) energy

or radiation. This energy is invisible to our eyes and we cannot feel it, but it still affects our bodies.

• What protects us from much of the UV radiation on Earth’s surface? Our atmosphere blocks much of the Sun’s UV light. The ozone layer in our upper atmosphere forms a protective sphere, absorbing much of the UV energy.

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• How do you protect yourself from getting burned by the Sun? You wear clothing, use sunblock, and/or stay under a shelter like the shade of a tree, umbrella, or covered patio.

4. Introduce some types of life on Earth that survive in extreme (especially cold, dry) environments. Look over the NAI Extremophile Trading Cards. Optional: Have the children read and look over the extremophile features in the Life on Mars? trading card set or the activity pages. Note: It may also be helpful to have books or websites about extremophiles.

• Does life exist in cold, dry places on Earth? If so, what kind? Yes! Microbes like bacteria and molds and fungi have been found living in ice sheets on Earth, as well as in the extremely dry and harsh conditions of a desert, such as the Atacama Desert in Chile (located in South America).

• Does life exist in the cold, dry environment on Mars? If so, what kind? We don’t know! Scientists are sending missions to search for signs of life in these places.

• Optional: Have the children “create their own” trading card from the module trading card set template.

5. Invite participants to construct their own “martian” — a Mars creature. Explain that their creatures will include radiation detectors (UV beads) that are made from a special pigment that is very sensitive and turns colors when exposed to the ultraviolet rays. Optional: Hand out the Explore: Life on Mars? Trading Cards for inspiration. Optional: Refer the children to the module scientist pages/features. 6. Construct a martian. Have the children design their own creature with a set number of materials that you provide. Encourage them to share their ideas as they build. Optional: Have the children draw a picture of their creature in their Extreme-O-File activity pages, or have them “create their own” trading card from the module trading card template.

7. When the children finish, ask them what they observe.

• What color are your martian’s UV radiation detectors — the UV beads? White or creamy. • Are your creature’s radiation detectors picking up any signs of radiation in this building? No. • Do you think your martian’s radiation detectors will turn colors if it goes out into the Sun? Why or

why not? Answers will vary. • Will its radiation detectors turn colors if it goes outside into the shade? Why or why not? Answers

will vary.

8. Ask the children to cover their martian’s radiation detectors with their hands, and then take it outside. Have them stand in the shade and uncover their creature.

• What do you observe happening to the Mars creature’s radiation detectors? The beads become lightly colored, indicating that, even in the shade outside, there is some UV radiation reaching the detectors and our skin.

9. Ask the children to cover their martian with their hands again so that no light reaches it. Keep the creature covered for about 2 minutes while the beads change back to white. Use this opportunity to discuss their observations.

• What do you think will happen when we take our creatures out into the full sunlight? It will change color. Many possible answers here.

10. Let the children now take their martian into the full Sun.

• What happens to the beads? The beads become deeply colored, reacting to the intensity of the UV radiation to which they are being exposed.

11. Return indoors and continue the discussion.

• What happened to your martian’s radiation detectors? They changed colors. • Did they change in the shade? Yes — a little. • In the Sun? Yes — a lot! • Where did they change the most? In the direct sunlight. • Was your prediction correct? Answers will vary.

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• What caused your creature’s radiation detectors to change colors? The ultraviolet radiation from the Sun.

• What happened to the radiation detectors after coming back inside, and what caused it? They changed back to white because they were no longer detecting any radiation. UV radiation does not get through the building.

Facilitator’s Note: Some children may say light caused them to change, and others may say heat. Remind them of their observations about the beads inside; the beads were white, even though they were in the light of the room. Ask them what happened to their beads when they brought them back inside; the beads changed from a colored state in the Sun back to white in the room light. If it is heat that causes the change, invite the children to hold beads in their fists; the beads do not change color when heated. They can also heat the beads with a hair dryer (carefully!). The cause of the change comes from the Sun; it is from the part of the Sun’s spectrum we do not see or feel directly.

• What did this experiment tell you about UV radiation and YOU? Just like my martian, I am exposed to UV radiation when I am outside, and if I am exposed to too much, I can change color (i.e., get a sunburn) too!

• How do we protect ourselves from UV radiation? Answers may include wearing clothing, using sun block, using umbrellas, staying inside.

12. Share with the children that with their martian’s help they have demonstrated the effects of the Sun’s ultraviolet rays on objects (and people!) on Earth. Just like it is important for us to protect ourselves from the harmful UV radiation of the Sun, life on Mars also needs protection! Remember, this is one of the requirements for life!

• Does Mars have more or less protection from the Sun’s UV radiation than Earth? Does it have more or less of an atmosphere? Mars has less atmosphere — less protection!

• With less protection, what would this mean for life on the surface of Mars? That it would need a way to protect itself!

ACTIVITY —PART 2 Mars Creature Challenge 1. Recall the concept that Earth’s atmosphere protects us from ultraviolet radiation.

• Where does UV radiation come from? The Sun and it travels through space. • How does it reach Earth? It travels from the Sun to Earth. • How do you protect yourself from too much UV radiation? Clothing, sunblock, staying inside. • What else naturally protects us from most of the incoming UV radiation? The atmosphere. Just

like clouds can block some of the visible light on a rainy day, the outer layer of our atmosphere acts as a filter and filters out much — not all — of the UV radiation.

• Why might UV radiation be a concern on Mars? Because the atmosphere on Mars is much thinner and doesn’t contain an ozone layer to help absorb the UV radiation like Earth does.

• Can we change our creature to protect it from the UV radiation on martian surface? Yes, let’s try! Explain that Earth’s atmosphere protects us from many of the dangerous types of radiation from our Sun — ultraviolet radiation, X-rays, gamma-rays, and very high energy cosmic rays. We know that some ultraviolet radiation still gets through (you observed that during Part 1 of this activity), but we can protect ourselves by covering up, limiting our time in the Sun, and using sunscreen. We are going to take what we’ve learned about Mars to help protect our martians! 2. The Creature Challenge: Invite the children work together in small groups (of 4–6) to protect their creatures from the harsh UV conditions on Mars. The children may modify their creature itself (changing it to the environment) or create a shelter for protection. Ask them to choose one of these options for the challenge. They should make sure that they are able to look inside or hold up and see their UV beads on their creature for the outdoor testing. Encourage the children to share ideas and plan their modifications among their group. Optional: They may use the Extreme-O-File: Protecting Life activity

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page to help as they design and plan. Optional: Have the children draw a picture of their design in their Extreme-O-File activity pages.

• What other features does their martian need to protect itself from UV radiation? Have them consider how animals and people on Earth protect themselves from the Sun (clothing, living underground, sunscreen, exoskeletons, etc.).

• Each group of children should do the following: o Test at least two ways to protect their creature in two separate experiments. Each group

can divide this between themselves so that half are testing the first experiment and others the second experiment. This will allow both experiments to take place at the same time, saving time required to complete the activity.

o For each experiment, have them take their Mars creature outside again and test it. Remind the children to cover the Mars creature’s radiation detectors with their hands, and then take it outside for testing.

• What do you observe happening to the Mars creature’s radiation detectors? Many possible answers here!

3. As a large group, have the children share their creatures and observations.

• What materials offered the best protection for their creature? The worst? None at all? • The Sun’s rays turned the Mars creature colors. Do the Sun’s rays ever turn you colors? Yes! • What practical things can, and should, you do to protect yourself from UV rays? Wear protective

clothing, use sunscreen, don’t stay out in the Sun for extended periods, and definitely don’t expect the shade to protect you! Overexposure to UV rays causes the skin to burn, sometimes badly (ouch!!). And extreme or excessive burning of the skin can lead to skin cancer.

4. Optional: Invite the children to consider any other features from which their Mars creatures might need to protect themselves, like the dry and very cold martian environment. They can perform fun tests at home such as having their creature spend the night in a baggie in the freezer, etc. IN CONCLUSION — Summarize the results of the challenge and what they have learned about ultraviolet radiation on Earth and in space. What helps protect Earth from most of its harmful effects? The atmosphere! How is ultraviolet radiation a challenge to life on Mars and other planets? Recall the requirements for life — particularly protection. What do you think are some ways for living things to protect themselves from UV radiation? What happens to organisms — and children — who receive too much UV radiation? FACILITATOR BACKGROUND INFORMATION Radiation and the Electromagnetic Spectrum Visible light is part of the spectrum of energy — or radiation — our Sun provides. But there are other types of energy that our Sun produces. Much of this energy makes up the electromagnetic spectrum. Light is part of the visible section of the spectrum and heat is part of the infrared section of the spectrum. Radio waves, microwaves, ultraviolet rays, X-rays, and gamma-rays all are parts of the spectrum of electromagnetic energy — or radiation — from the Sun. Radiation is energy that travels in waves or as particles. Radio waves, microwaves, visible light, and infrared radiation have relatively long wavelengths and low energy. But ultraviolet rays, X-rays, and gamma-rays have shorter wavelengths and higher energy. This shorter wavelength is so small that these wavelengths interact with human skin, and cells, and even parts of cells — for good or for bad! Our Sun also produces cosmic radiation. Cosmic rays are very high energy, fast-moving particles (protons, electrons, and neutrinos) that can damage DNA, increasing the risk of cancer and causing other health issues. Cosmic rays have such high energy that it is difficult to design shielding that blocks them; cosmic rays do not only come from our Sun, but from other places in our galaxy and universe.

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The subject of this activity is ultraviolet — UV — radiation. Humans need UV radiation because our skin uses it to manufacture vitamin D, which is vital to maintaining healthy bones. About 10 minutes of Sun each day allows our skin to make the recommended amount of vitamin D. However, too much exposure to UV causes the skin to burn and leads to wrinkled and patchy skin, skin cancer, and cataracts. On Earth, we are protected by our atmosphere from most UV radiation coming from the Sun. The ozone layer absorbs much of the UV portion of the spectrum (UVB and UVC). Some still gets through (UVA and a bit of UVB). We can protect ourselves completely by covering ourselves with clothing and using sunblock. Our atmosphere protects us from most of the X-, gamma-, and cosmic rays as well. On Mars there is very little atmosphere to protect living things from UV radiation — or from X-rays and gamma-rays or even more dangerous cosmic rays. Organisms would have to provide their own protection in the form of body changes (adaptations) or sheltered environments (such as underground). These measures would work fairly well for protecting against UV radiation. The UV-sensitive beads used in this experiment serve as UV radiation detectors. They contain a pigment that changes color when exposed to ultraviolet radiation from the Sun or from UV lights. The intensity of the color corresponds to the intensity of the UV radiation. When shielded from UV sources, or when exposed to light that does not contain UV radiation — such as indoor light bulbs — the beads remain white. The beads are designed for multiple uses and, according to the manufacturers, will change color up to 50,000 times. CORRELATION TO STANDARDS Next Generation Science Standards Disciplinary Core Ideas

• ESS3B Natural Hazards: 3-5. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.

Science and Engineering Practices

• Asking Questions and Defining Problems: Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

• Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

• Planning and Carrying Out Investigations: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

• Planning and Carrying Out Investigations: Make predictions about what would happen if a variable changes.

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• Analyzing and Interpreting Data: Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

• Analyzing and Interpreting Data: Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

• Constructing Explanations and Designing Solutions: Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

• Constructing Explanations and Designing Solutions: Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

• Engaging in Argument from Evidence: Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

Crosscutting Concepts

• Cause and Effect: students routinely identify and test causal relationships and use these relationships to explain change.

• Structure and Function: Students observe the shape and stability of structures of natural and designed objects are related to their function(s).

Protecting Life: The Martian Challenge

Extreme-O-File Activity Pages

Name: _______________________ 

   

Protecting Life: The Martian Challenge

Recall the group definition of life and the 4 requirements of life.

What part of the Sun’s radiation causes our skin to burn? (Circle one)

Visible light Ultraviolet Infrared

How do you protect yourself from solar radiation? (Write or draw a few examples here)

What type of life are you most likely to find on Mars? (Circle one)

(Plant) (Microbes) (Animal) 

 2 

Which requirement of life are you adapting your Mars creature to provide

(circle one)?

Nutrients Water Protection/Shelter Energy

What protects us from UV radiation on Earth?

Change your creature!

Trial 1  Trial 2 

Which worked the best? Which materials were most effective?

Design and draw your Mars Creature here!

 3 

Printing Instructions

In order to ensure the proper alignment for 2-sided printing of the Life on Mars? Trading Cards and the Mars Match Cards, please follow the instructions below to set the printer settings.

To print the 2-sided cards:

1. Select “Print” and click on the correct printer

2. Click on “Properties”

3. Select “2-Sided Printing” under the “Finishing” menu

4. Click “Ok”

5. Select “Document” under the Comments and Forms drop-down menu (see circled area under the Properties button in the image below)

6. Make sure that the “Page Scaling” is set to “None” and that the “Auto-rotate and Center” and Choose paper source by PDF size” are NOT checked (see red outlined area in the image below)

Explore:LifeonMars?ScientistSpotlight

Explore:LifeonMars?ScientistSpotlight

Batül Kacar Welcome to the world of astrobiology! My name is Betül, and I am an astrobiologist at the Georgia Institute of Technology. I work in a laboratory, where I am trying to understand why life is the way it is by comparing life’s parts today to what they looked like millions of years ago. It is amazing to study what life was like so long ago!

I didn’t always know that I wanted to be a scientist. Coming from a non-English speaking country, I have faced some challenges. While in college, I wanted to improve my English speaking skills, so I decided to volunteer to work at an international science conference. That conference changed my life! I was amazed by the way those scientists interacted with each other and realized that scientists hold power that could change the world!

The reason that I chose to become an astrobiologist is because it allows me to chase the biggest question of all: Are we alone in the Universe? Life is so beautiful and complex, and yet we know so little about it.

For those of you that like to ask questions, becoming a scientist may be the path to take. Don’t be afraid of asking big questions and always follow your dreams! This sounds cliché, but it is important to remember your dreams in order to stay focused.

Tori Hoehler Greetings! My name is Tori, and I am an astrobiologist, chemist, and oceanographer at the NASA Ames Research Center in California. My interest in science started very young. Like almost every kid I know, I was curious… about nearly everything in the world around me! Fortunately for me, I had a grandfather who was like my own personal “Mr. Wizard,” and he showed me how to figure out how things worked in something like a scientific way. That curiosity, and that way of doing things, followed me as I got older, and went through school. My curiosity is still with me today, and is what continues to drive me in my work. I often tell people that I could go for a 10-foot walk and find enough things to fascinate me for hours. I never cease to be amazed by, and curious about, the world around us.

Although I was definitely interested in space as a little kid, I never set out to be an astrobiologist. In fact, I started out wanting to be a chemist. I still am – I just apply my understanding of chemistry to understanding life. Eventually, I also got into oceanography, and the sorts of things I studied there – how microorganisms interact with the chemistry of their surroundings – are a good fit for astrobiology. I enjoy the my work now because, it is a very nice combination of being able to work on the science of our very own Earth, while also being able to think about some very big questions – like whether life might exist beyond Earth!

A few bits of advice: If you can, you should always do what you love! If you think science is it, find ways and opportunities to experience what it is really like to be a scientist. Second, let your natural curiosity and imagination drive you. Science is not a set of facts in a book. It is a way of learning about the world around you, and at the heart of that is curiosity and creativity. Let those things be at the core of what you do. Advancement in science really comes from creative thinking.

Dana Schneider Hello! My name is Dana Schneider, and I became an astrobiologist because it was a great opportunity to ask new and exciting questions about life on our planet and throughout the entire universe! Astrobiology includes many different fields of science – biology, chemistry, biochemistry, geology, and physics – which means more tools to be able to ask just about any kind of question!

I became interested in science at an early age. My father has a career in chemistry and my mother is nurse. Growing up, I actually always wanted to be a veterinarian (as all little girls do, I think). But in my third year at University of Georgia, I began working in a microbiology lab as an undergraduate researcher and found that I loved doing experiments! I really enjoy asking questions that have never been asked and knowing answers previously unknown. Every experiment produces a sliver of knowledge. Today, when I get data and interpret my results, I have new information that no one else in the world knows but me!

I have easy advice for anyone interested in becoming an astrobiologist or other scientist… ask questions and search for answers! And I say that’s easy because most of you (young people) seem to be naturally inquisitive. Science is all about asking questions and finding answers without a text book. Because of this, I believe the most important quality for being a successful scientist is CURIOSITY. Of course hard work and dedication are important, but those qualities come naturally from satisfying the curiosity. Since science is all about asking questions, curiosity is a must!

Nita Sahai Hello! My name is Nita, and I am a scientist and professor at the University of Akron in Ohio. The main reason why I chose astrobiology as a career was the fundamental, big questions that it strives to answer. Astrobiology deals with the origin of life and the search for life on worlds other than the Earth. I am very interested in the questions that it explores, such as - How did non-living organic matter assemble (form) into the earliest living cells? Does life have to look like life on Earth? It is extremely exciting, rewarding, and humbling to take a scientific approach to addressing at least some parts of these questions.

My parents played an important role in my developing an interest in science. My Father, in particular, encouraged both my older sister and me to ask questions about how nature works, and had a huge library of books on all these topics.

I think that the qualities that have been the most important to my success as an astrobiologist (scientist) are curiosity, courage, hard work & above all, perseverance! The ability to step back and see the big picture of a problem/question is also very helpful.

If you are interested in becoming a scientist, I encourage you to ask questions and not to be afraid of making a mistake! This is especially important in a field such as astrobiology. I know that you may be afraid of “looking foolish” or “standing out in a crowd,” but if you don’t understand something, remember that it is highly likely that others in the class also did not understand! The other piece of advice that I would like to share comes from my great-Aunt: “Read, read, read, as much and as widely as you can!”

Linda McGown Greetings! My name is Linda, and my dad had helped me to discover my love for science. He’s one of the smartest people I know and has always been fascinated by science and the “big” questions about the universe and life. I grew up reading his vast science fiction collection, which is all about space travel and life on other planets. He took us to a local park, Alley Pond Park, where we’d collect pond water and look at it under the microscope. The water was teeming with tiny life! He also had a telescope and we would set it up in our small yard and look at the planets and stars. We could see four of Jupiter’s moons and the ring around Saturn, all from our little backyard in Queens, New York!

Becoming an astrobiologist was a long journey for me. I entered college at age 16 as a physics major so I could pursue astronomy. Unfortunately I failed physics in my first semester. After a couple of years studying marine life, I gravitated toward chemistry.

I have spent most of my career exploring ways to gather information about interesting biological (life) systems. A few years ago I was invited to participate in our new NASA funded New York Center in astrobiology at my university.

So, after thirty years in my career, I am finally back to where I started - working on problems that attracted me to a career in science in the first place!

My advice for anyone interested in science: Don’t be afraid to fail! The only way to guarantee that you won’t fail is to not try in the first place.

Be persistent! Be bold!

Jack Farmer Hello, my name is Jack! I am a geologist and helped start the NASA Astrobiology Institute (NAI) Group at Arizona State University. I am also involved with some of the current NASA missions to Mars – including the latest mission, Mars Science Laboratory!

Geology is the science that studies rocks and minerals – their structure (how they are put together) and how they change over time. According to my mother, I collected my first rock when I was six years old. By the time I was 10, my collection was so big I had to give a lot of rocks away when we moved. My mom encouraged me by providing empty egg cartons for storing my samples, and by helping me identify my rocks, minerals and fossils. She even bought me my first geology book, "How to Know the Rocks and Minerals.” In short, I was hooked early. My nickname in high school was "Stoney” and my nickname now is “Dr. Rock!”

My work at NASA has led me in several directions. Currently, I am working to understand how tiny creatures (called microbes) get preserved as fossils and why? By understanding such things we can improve our chances of finding evidence of ancient life in rocks on Earth and beyond! I have mostly focused on life at high temperatures and life in high salt - that is, on microbes that live in places like Yellowstone National Park and Mono Lake in California.

Because hot springs and salty lakes are such good places to fossilize microbes, these environments are also natural places to explore for fossil life on Mars. So, we have also been looking at images of the surface of Mars for the most likely spots for ancient hot-springs. If we can find such rocks, we will want to go there and bring them back to look for fossils. We hope that these samples from Mars will help us answer the question, "Did life ever develop on Mars?"

The best thing about my job is the excitement of exploring ancient worlds. It is great fun to bring samples back to the lab and uncover more clues using the microscope, chemistry, and other tools. Sometimes I feel like I'm Sherlock Holmes solving a crime!

Laurie Barge Greetings! My name is Laurie, and I am a scientist at Caltech / JPL (Jet Propulsion Laboratory) working with one of the NASA Astrobiology Institute teams (Icy Worlds). I work as a chemist (in the lab) simulating the origin of life in hydrothermal vent environments. Hydrothermal vents are hot springs on the ocean floor. I study this to understand how life could have started on Earth, but these environments could exist on other worlds as well, such as Mars.

I've been obsessed with stars and space for as long as I can remember and actually have no idea how it started. My "fun" books as a kid were about astronomy and how stars form, though oddly I never had a telescope and never did much stargazing. As an astronomy major in college, the most interesting parts for me always had to do with planets and life. I became fascinated with finding out why there is life on Earth at all.

I recommend that anyone who wants to go into Astrobiology to take a variety of different science classes, and read lots of science books!

I would say that the most important quality for being a successful scientist is being creative. All science is a creative endeavor, but astrobiology especially so. Being an astrobiologist is constantly coming up with new ideas that involve more than one field (astronomy, geology, biology, etc.), and it helps if you enjoy working with others and building ideas with them.