The astrobiology primer: an outline of general knowledge--version 1, 2006

Peculiarities of Glucose Molecules Destruction under Irradiation at the M-30 Microtron (12.5 MeV): Mass Spectrometric Studies

The method of mass spectrometric studies was used to study the fragmentation of glucose in the gas phase upon collision with low-energy electrons (20-70 eV) before and after irradiation at the M-30 microtron (12.5 MeV) with doses of 14 and 164 kGy. The dose dependence of the transformation of glucose mass spectra was established. The results indicate the dominance in mass spectra of symmetric fission channels of the molecule itself and its fragments formed under the action of M-30 microtron radiation. The same ways of fragmentation of glucose one can expect under chemical, thermal, and biological processes at the cellular level. The dominant channels of fragmentizing the glucose molecule without and considering its radiation treatment are explained within the framework of the method of structural combinations. The obtained results are essential for understanding the processes of cellular biochemistry and biophysics involving glucose, the hierarchy of its fragmentation channels under the influence of terrestrial radiation factors, and metabolic processes.

Chapter 1: The Astrobiology Primer 3.0

The Astrobiology Primer 3.0 (ABP3.0) is a concise introduction to the field of astrobiology for students and others who are new to the field of astrobiology. It provides an entry into the broader materials in this supplementary issue of Astrobiology and an overview of the investigations and driving hypotheses that make up this interdisciplinary field. The content of this chapter was adapted from the other 10 articles in this supplementary issue and thus represents the contribution of all the authors who worked on these introductory articles. The content of this chapter is not exhaustive and represents the topics that the authors found to be the most important and compelling in a dynamic and changing field.

4-year Astrobiology Teaching Experience in an Astronomy Department

Astrobiology is a multidisciplinary field related to the sciences of Astronomy, Chemistry, Biology and Geology. An optional Astrobiology course has been taught in the Astronomy department of Ege University (Turkey) since 2013. The main objectives of this introductory course are to introduce and familiarize the astronomy students to the fundamentals of astrobiology. In this study, 4-year teaching experience of Astrobiology course has been examined. Course objectives, teaching methods, learning activities and evaluation methods were discussed. To evaluate the students’ learning experiences and knowledge gains anonymous surveys and knowledge assessments were used. Furthermore, additional surveys were made to understand the interests and tendencies of the students in chosing this optional course.

Mathematical modeling reveals spontaneous emergence of self-replication in chemical reaction systems

Explaining the origin of life requires us to elucidate how self-replication arises. To be specific, how can a self-replicating entity develop spontaneously from a chemical reaction system in which no reaction is self-replicating? Previously proposed mathematical models either supply an explicit framework for a minimal living system or consider only catalyzed reactions, and thus fail to provide a comprehensive theory. Here, we set up a general mathematical model for chemical reaction systems that properly accounts for energetics, kinetics, and the conservation law. We found that 1) some systems are collectively catalytic, a mode whereby reactants are transformed into end products with the assistance of intermediates (as in the citric acid cycle), whereas some others are self-replicating, that is, different parts replicate each other and the system self-replicates as a whole (as in the formose reaction, in which sugar is replicated from formaldehyde); 2) side reactions do not always inhibit such systems; 3) randomly chosen chemical universes (namely random artificial chemistries) often contain one or more such systems; 4) it is possible to construct a self-replicating system in which the entropy of some parts spontaneously decreases, in a manner similar to that discussed by Schrödinger; and 5) complex self-replicating molecules can emerge spontaneously and relatively easily from simple chemical reaction systems through a sequence of transitions. Together, these results start to explain the origins of prebiotic evolution.

Secondary School Students' Knowledge and Opinions on Astrobiology Topics and Related Social Issues

Astrobiology is the study of the origin of life on Earth and the distribution of life in the Universe. Its multidisciplinary approach, social and philosophical implications, and appeal within the discipline and beyond make astrobiology a uniquely qualified subject for general science education. In this study, student knowledge and opinions on astrobiology topics were investigated. Eighty-nine students in their last year of compulsory education (age 15) completed a written questionnaire that consisted of 10 open questions on the topic of astrobiology. The results indicate that students have significant difficulties understanding the origin of life on Earth, despite exposure to the topic by way of the assigned textbooks. The students were often unaware of past or present achievements in the search for life within the Solar System and beyond, topics that are far less commonly seen in textbooks. Student questionnaire answers also indicated that students had problems in reasoning and critical thinking when asked for their opinions on issues such as the potential for life beyond Earth, the question of whether UFOs exist, or what our place is in the Universe. Astrobiology might help initiate student awareness as to current thinking on these matters and should be considered for general science education. Key Words: Astrobiology-Students' views-Science education. Astrobiology 17, 91-99.

The Astrobiology in Secondary Classrooms (ASC) curriculum: focusing upon diverse students and teachers

The Minority Institution Astrobiology Collaborative (MIAC) began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms (ASC) modules emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Field-testing of the Astrobiology in Secondary Classrooms materials occurred over three years in eight U.S. locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics. Analysis of the educational research upon the high school students participating in the ASC project showed statistically significant increases in students' perceived knowledge and science reasoning. The curriculum is in its final stages, preparing for review to become a NASA educational product.

Workshops Without Walls: broadening access to science around the world

The National Aeronautics and Space Administration (NASA) Astrobiology Institute (NAI) conducted two “Workshops Without Walls” during 2010 that enabled global scientific exchange—with no travel required. The second of these was on the topic “Molecular Paleontology and Resurrection: Rewinding the Tape of Life.” Scientists from diverse disciplines and locations around the world were joined through an integrated suite of collaborative technologies to exchange information on the latest developments in this area of origin of life research. Through social media outlets and popular science blogs, participation in the workshop was broadened to include educators, science writers, and members of the general public. In total, over 560 people from 31 US states and 30 other nations were registered. Among the scientific disciplines represented were geochemistry, biochemistry, molecular biology and evolution, and microbial ecology. We present this workshop as a case study in how interdisciplinary collaborative research may be fostered, with substantial public engagement, without sustaining the deleterious environmental and economic impacts of travel.

Astrobiology undergraduate education: students' knowledge and perceptions of the field

With the field of astrobiology continually evolving, it has become increasingly important to develop and maintain an educational infrastructure for the next generation of astrobiologists. In addition to developing more courses and programs for students, it is essential to monitor the learning experiences and progress of students taking these astrobiology courses. At the University of Florida, a new pilot course in astrobiology was developed that targeted undergraduate students with a wide range of scientific backgrounds. Pre- and post-course surveys along with knowledge assessments were used to evaluate the students' perceived and actual learning experiences. The class incorporated a hybrid teaching platform that included traditional in-person and distance learning technologies. Results indicate that undergraduate students have little prior knowledge of key astrobiology concepts; however, post-course testing demonstrated significant improvements in the students' comprehension of astrobiology. Improvements were not limited to astrobiology knowledge. Assessments revealed that students developed confidence in science writing as well as reading and understanding astrobiology primary literature. Overall, student knowledge of and attitudes toward astrobiological research dramatically increased during this course, which demonstrates the ongoing need for additional astrobiology education programs as well as periodic evaluations of those programs currently underway. Together, these approaches serve to improve the overall learning experiences and perceptions of future astrobiology researchers.

Extraterrestrial flux of potentially prebiotic C, N, and P to the early Earth

With growing evidence for a heavy bombardment period ending 4-3.8 billion years ago, meteorites and comets may have been an important source of prebiotic carbon, nitrogen, and phosphorus on the early Earth. Life may have originated shortly after the late-heavy bombardment, when concentrations of organic compounds and reactive phosphorus were enough to "kick life into gear". This work quantifies the sources of potentially prebiotic, extraterrestrial C, N, and P and correlates these fluxes with a comparison to total Ir fluxes, and estimates the effect of atmosphere on the survival of material. We find (1) that carbonaceous chondrites were not a good source of organic compounds, but interplanetary dust particles provided a constant, steady flux of organic compounds to the surface of the Earth, (2) extraterrestrial metallic material was much more abundant on the early Earth, and delivered reactive P in the form of phosphide minerals to the Earth's surface, and (3) large impacts provided substantial local enrichments of potentially prebiotic reagents. These results help elucidate the potential role of extraterrestrial matter in the origin of life.