June 2011

Monday, June 20, 2011

I had hoped by now to have selection recommendations complete. However, as I was working through the reviews, a budget reduction to Exobiology was unexpectedly announced. Mary Voytek and I are fighting back and hope to reclaim some of the funding but until I know my budget, I cannot make selection recommendations. It is likely, though, that this year's selections will be fewer than expected.

Michael H. New, PhD
Astrobiology Discipline Scientist
Lead Discovery Program Scientist
Planetary Science Division

Application Deadline: 1 July 2011

The objective of this post-doctoral opportunity is to study the NASA Astrobiology Institutes current collaborative practices and provide insight and recommendations for their evolution and improvement, particularly with respect to remote communication, data sharing and analysis across distance, collaborative problem solving, interdisciplinary science, and institutional identity.

For the complete announcement visit:

Application instructions can be found at:

The due dates for Notices of Intent (NOIs) to Appendix C.16: Planetary Instrument Definition and Development (PIDD) and Appendix C.19 Astrobiology Science and Technology for Instrument Development (ASTID) have been changed to 7/1/2011

The Planetary Instrument Definition and Development Program (PIDDP) supports the advancement of spacecraft-based instrument technology that shows promise for use in scientific investigations on future planetary missions. The goal of the program is not to develop flight-qualified hardware, but rather to define and develop scientific instruments or components of such instruments to the point where the instruments may be proposed in response to future announcements of flight opportunity without additional extensive technology development. Results of PIDDP have contributed to the development of flight hardware flown on, or selected for, many of NASA's planetary missions. The proposed instrument technology must address specific scientific objectives of likely future science missions.

The Astrobiology Science and Technology for Instrument Development (ASTID) program element requests proposals to develop instrumentation capabilities to help meet Astrobiology science requirements on future space flight missions, as well as unique Astrobiology science objectives on Earth. Selected activities are expected to advance the development of scientific instruments or instrument components to the point where the instruments could credibly be proposed in response to future flight opportunity announcements, including instruments that could be accommodated on or in small satellites (under 50kg total spacecraft mass), or as small payloads in support of future science activities associated with missions of human exploration. Note that proposals to build and fly hardware on a specific mission opportunity are not a part of this program element. In addition, the development of instruments for use in future field campaigns is solicited under the Astrobiology Science and Technology for Exploring Planets (ASTEP) program (see Appendix C.20).

This amendment changes the due dates for NOIs to Appendix C.16: Planetary Instrument Definition and Development (PIDD) and Appendix C.19 Astrobiology Science and Technology for Instrument Development (ASTID) to 7/1/2011. Tables two and three have been updated to reflect this change.

On or about June 10, 2011, this Amendment to the NASA Research Announcement "Research Opportunities in Space and Earth Sciences (ROSES) 2011" (NNH11ZDA001N) will be posted on the NASA research opportunity homepage at (select "Solicitations" then "Open Solicitations" then "NNH11ZDA001N"). You can now track amendments, clarifications and corrections to ROSES and subscribe to an RSS feed at:

Questions concerning PIDD proposals may be addressed to: Janice Buckner, Planetary Science Division, Science Mission Directorate, NASA Headquarters, Washington, DC 20546-0001; Telephone: (202) 358-0183;

Questions concerning ASTID proposals may be addressed to: Michael New, Planetary Science Division, Science Mission Directorate, NASA Headquarters, Washington, DC 20546-0001; Telephone: (202) 358-1766;

Liza Coe: Many people who have not been to Death Valley think of it as an inhospitable patch of sand in the middle of a desert. Although it is one of the driest areas on the planet, the land supports so much life.

Interdisciplinary studies are an important way to bring together many concepts. Much of education today is very segregated, especially in high school: history, math, biology, earth science, and everything else is learned separately. However, it has been demonstrated that interdisciplinary studies can grab and maintain students' interests as well as helping them retain knowledge longer.

All of the places that we visited today can be used as an interdisciplinary site. We started off at Scotty's Castle and along the ride we noticed many significant geological formations. The history of Scotty's Castle can be tied into the time period, with a lesson about the other economic and historical events that happened in the 1930s and 1940s. Also, along the ride, the types minerals that are abundant in the desert area can be discussed, and students can learn how to identify geological features, such as alluvial fans and fault lines.

We then headed to the Ubehebe craters, which are a great analog to formations to look for on Mars. These craters are Maar craters, where magma meets groundwater. The water table boils and released pressure in a volcanic eruption. The craters are what are left over after such eruptions. Many students may believe a crater is only from an asteroid or from a mountainous volcano, so this site affords an opportunity to learn about all sorts of volcanic features.We ended our long day at Badwater Basin, which is one of the lowest places in the world, at -282 feet. This used to be a sea, and this place could be used to talk about watersheds and how desertification occurs over time. We can incorporate math into this by looking at negative numbers, and students can compare the sea levels of the lowest places in the world. This was a very long but rewarding day as we got to take in all the beauty of Death Valley.

The first day of our adventure in the Mojave took us from the plains of the desert to the highest peaks of the sand dunes to the depths of the underground volcanic caves. Driving over the day before, we were greeted by Soda Lake, a lake that instead of water has a film of bicarbonate salt covering a bed of sulfuric mud. Following the path to our home for the week, we drove by a man-made pond with a fountain in the middle inhabited by an endangered species of fish called a Chub. The backdrop of our new home was the endless plains of the Mojave Desert.

The rise of the sun over the desert heralded the first day of our five day journey to find the key to the possibility of alien life. We piled into five cars and caravanned, leaving civilization behind us in our search for biological soil crusts, referred to as BSC, in the vast plains of the desert. Though its appearance resembles that of black, squishy mold; BSCs are a complex community of cyanobacteria, moss and lichen that represent how life can survive in extreme environments. The objective was to find a large enough population that would allow us to take samples without decimating the population since they take about fifty years to resurface. The samples were retrieved and will be analyzed in a lab in order to discover the mechanisms by which life can survive in such an extreme environment. Our next task was to find a section of desert that would allow us to take a sample of barren land and compare this to the life element found in the BSC samples that we collected.

We continued our journey through the desert to the seaming oasis of Kelso, a World War II boomtown, for lunch and stumbled upon a gem in the form of an educational video. We learned a lot about our next stop, the Cima Sand Dunes. These dunes were beautiful but deceitful. Despite their seemingly serene exterior they soon proved to be our greatest challenge. Our mission was to reach the highest point of the dunes in order to survey the landscape. After about an hour of treacherous trekking, we reached the base of the highest peak. We thought the most difficult part was over, but the adventure had just begun. As we started trudging up the steep hill, soon to be nicknamed "Mt. Doom", we discovered that the sandy texture of the soil made it difficult to progress...for every step we took up, we slid down 0.75 steps. Although the environment proved to be too extreme for some, the majority persevered. After a strenuous combination of hiking and crawling, we conquered Mt. Doom and in doing so superseded our own perceived mental and physical limitations. After we recovered, we embraced the view and enjoyed our feelings of accomplishment. In surveying the land, we noticed that there was a distinct border of plants and shrubs along the base of the dunes. On our climb down, we encountered individual blades of grass-like plants growing in the middle of the sand. The roots appeared to be endless so we hope to return in order to further investigate the mechanism of their survival.

Our expedition continued through a rocky road to the Lava Tubes. We observed gaps in the Earth formed by geologically 'young' (approximately 10,000-15,000 years old) magma. We then climbed down into the caves and observed the geological formation of the caves. It is possible that life could have existed at one point but due to constant human traffic, none can be observed currently.

Upon returning, we enjoyed a hot shower and a delicious and hearty meal followed by a very stimulating presentation and discussion about microbialites. Then it was straight to bed to prepare for the next day. Thus ended the first day of our adventures in the Mojave.


Cal Poly Pomona
Andrea Gonzalez
Alexandra Olano
Amina Razzak
Kara Rotunno
Sarah Saleemi

Today I was able to spend time with Jane Curnutt and Ernesto Gomez and Keith Schubert from the Computer Science and Engineering program at San Bernardino working on the Cellular Automata. We started talking about the radius and the neighborhoods that surrounding each cell, which is represented by a square. Each square has a radius of either 1, 2 or 3, each having a different neighborhood size. A radius one has a length of a side of a neighborhood square of 3 squares surrounding it, counting itself and diagonals. A radius of 2 has a length of a side of a square of 5, and a radius of 3 has a length of a side of the neighborhood of 7. The cell looks around in the neighborhood and if they find a square within their radius neighborhood, then they follow the rules set. For example we set the rules for the neighborhood of 0 to be unchanging. The rule for the neighborhood of 1 for life and the neighborhood of 2 for death. There are more neighborhoods to be set, but for the sake of the example we just set those different. We put one center square in the sea of brown, and clicked the button for an iteration, and watched the square grow. The space around the square grew, all the surrounding squares filled in with green, including the diagonals, creating a 3x3 square. We continued pushing the iteration button to see what would happen and the patterns that were created were symmetrical. Jane pointed out that the square started out with a 1, would create the same pattern as a 3x3 starting square as long as the rules for the neighborhoods were the same.

In order to understand the working of the program, we talked about how to bring the program into a classroom. We created an activity involving chairs and people acting like the cells. We talked about how to teach a student to think about the radius and the neighborhoods. The activity would have a set of chairs set up like a square and have a person sit in the middle or somewhere in the square of chairs, acting like a cell. They would sit down and reach around to figure out how big the length of the neighborhood side is based on the rule of radius. We set it like a radius 1 and had one person sit in the square and look to see if they can reach out to the chairs that is 1 away. Since all of the chairs can be reached, they count themselves and say that has 1 which means that cell grew. We put in people where the squares that were empty. And continued the activity according to the rules we set up.

I really enjoyed working with these people. I learned a lot about working in a classroom and trying to make the program that was designed to mimic patterns of bacteria or any form of growth pattern, can be taught to first graders in relation to patterns and counting. The activity we created for the classroom helped me understand how the program works. I was able to continue playing with the program itself and figure out some more patterns just by playing around with the neighborhood rules.

Cassandra Guido, California Polytechnic University San Luis Obispo