Exploration Mars

Astronomy & Space Science
Astronomy & Space Science
Created by
Let's Talk Science National Office
Activity Language
English
Grade
Grades 4-6,  Grades 7-8,  Grades 9-10
Time Needed for Activity
1-2 hours
Subjects
Astronomy and Space Science,  Engineering,  Information Technology/Computer Science,  Physics
National Office Lending Library Kit

Participants explore the challenges of space exploration by designing, building and testing a space probe to land on Mars.

In this workshop, participants learn about different methods of exploring space and other planets. Participants discuss space exploration and the three main types of unmanned space probes. They will watch a video to learn about the challenges of launching and designing space probes. In small groups, they will design and build a lander represented by a ping-pong ball with a square of plastic cardboard attached. The groups will test their landers by dropping them from a specified height. Each successful landing will receive a “discovery” card containing information regarding water and life on Mars. The groups will share the discoveries their landers “made” and discuss whether they think Mars may have or have had water on its surface. Participants will discuss the nature of science and collective knowledge.

What You Need

Physical Requirements

  • Access to a computer and projector for the Introduction video. 

Introduction

  • USB loaded with the following: Video #1 (Short- Mars in a Minute) or Video #2 (Long- 7 Minutes of Terror)
  • Photos of Orbiters, Landers and Rovers with headings 
  • Post-it Notes
  • Marker/pen
  • Sticky Tack
  • Markers/crayons (1-2 per group)

Designing 

  • Body of Lander (1 per group), includes:
    • Ping-pong ball 
    • Plastic cardboard square
  • Lander Design Worksheet (1 per group)
  • Scrap paper

Building Materials and Tools

Each group should receive a bag with the following supplies:

  • 10 craft sticks 
  • 5 metal nuts (to be collected and reused after activity)
  • 5 plastic dice (to be collected and reused after activity)
  • 10 paper clips
  • Sticky Tack
  • 2 erasers (if possible, to be collected and reused after activity)
  • 1 roll of tape 
  • 5 pipe cleaners 
  • Scissors 
  • Any other craft materials that may be helpful.

Testing and Conclusion

  • 7 envelopes with Discoveries (1/successful group)- there should be 2 sets 
  • Books or other objects to create landing zone (optional)

Guide:

What To Do

Pre-Activity Prep

  • Ensure that there are enough lander bodies for the number of groups. If needed, construct lander bodies by hot gluing a ping-pong ball to a square piece of plastic cardboard. 
  • Print Lander Design Worksheet (1 per group, with extras)
  • Ensure that there are enough building supplies for the number of  groups. It is helpful to have the supplies divided into a bag for each group beforehand. 
  • Load the video before the workshop starts. 

Introduction & Brainstorm

  • Discuss space exploration and the signs of life scientists look for on other planets.
  • Introduce the three main types of unmanned space probes using the Orbiter, Lander and Rover pictures.
  • Watch Video #1 (Short- Mars in a Minute) or Video #2 (Long- 7 Minutes of Terror) found on the USB.

Designing

  • Split participants into 7 groups with approximately 2-3 participants per group. If needed, use two sets of the discovery cards to have up to 14 groups. 
  • Explain that each group will be designing and building a lander that is being sent to Mars. The main body of the probe is the ping-pong ball and the plastic square is the lander’s solar panels (which provide the power to the scientific instruments on board).
  • Hand out Lander Design Worksheets and extra scrap paper to each group.
  • Working in groups, participants will design their lander to survive and land upright and visible when dropped from a test height of approximately 1.5 meters (5 feet).
    • The lander is considered upright when the plastic square is facing up.
    • The solar panel must be visible and free of any debris such as a parachute when landed. 

Building

  • Provide each group with materials for building their lander. 
  • While participants are working, move between groups asking them guiding questions about their design. The idea is not to instruct them on what does or does not work, but to have them explain their reasoning.
  • Groups are allowed to test their design during the building stage. 

Testing

  • Each team is to present and test their designs in turn. 
  • Drop each lander from a height of approximately 1.5 meters (5 feet). 
  • When a probe landing is successful, that group will receive a Discovery Card. 
  • Instruct participants not to open it until after all of the testing is done. 

Wrap-up

  • Have each successful group open their Discovery Card and share the information their probe discovered about Mars with the class.
  • Discuss possible careers related to the topics covered and what students would need to do (schooling, experience, etc…) in order to get into those careers.

Post Activity

  • Deconstruct lander bodies for the next workshop, whenever possible saving building supplies (such as the metal nuts, plastic dice and erasers). 
  • Replenish building supply bags with materials. Make a list of any supplies missing that will need to be purchased before the next workshop. 

Discovery

Space probes help us study planets beyond the limits of current human space travel. The three major types of unmanned probes that explore planets are orbiters, landers and rovers. Each space probe has their own set of design challenges that researchers and engineers must take into consideration. There is little room for error, as one mistake can cause the probe to crash or become non-functional and damages cannot be fixed easily, if possible. 

Scientists have to be creative, innovative and precise in how they approach the probe’s design. The design has to take into account the force of gravity and the force of the impact on the probe. The force of gravity will pull on the heaviest part of the probe the fastest while the force of the impact may cause the probe to bounce and fall over. Participants must consider weight distribution and the types of materials they use.

Each group is likely to come up with a different lander design. Some designs will work better than others and some landers may not land successfully- this is okay! Out of the 48 space probes sent to Mars between 1960 to 2020, only 25 of them were partially successful. Every experience is a learning opportunity and all information is valuable. This is a reason why engineers will build prototypes (small, early versions of their designs) before moving onto their final design. This allows them to figure out what works best and limit waste. They can take parts of different prototypes to create a new design. 

At the end of the activity, each successful group will receive a card with real discoveries made by an unmanned space probe that studied or is studying Mars. This explains the types of samples they can collect and how scientists interpret the data. There is evidence that supports the idea that there may have been life on Mars, such as 

  • Evidence of a thicker atmosphere 
  • Evidence of a past magnetic field 
  • Evidence of flowing water 
  • Evidence of clay, sedimentary rocks, and minerals that form in the presence of water 

Although this does not prove that there was life on Mars, it does suggest that at one time it may have been suitable for life.

Exploring Mars and its history provides researchers with valuable information about large-scale climate change and provides a deeper understanding of the conditions that lead to the formation of life.

Activity Modifications

  • An option to help guide the brainstorming activity is to provide the participants with the pros/cons and characteristic statements found on page 12 of the Exploration Mars manual. Have participants place the statements under the correct columns. Note: this could involve, 
    • Printing the statements ahead of time and creating a chart for students to fill in, either as a class or in small groups
    • Creating an interactive presentation to be shared with the class 
  • Alternatively, if time is limited the brainstorming activity could be skipped and replaced with a quick discussion about the differences between the three probes.
  • A challenge that space engineers face when designing anything that has to land is that the surface of planets are uneven and there are often many things (i.e. large rocks, craters, etc…) that they want to avoid. To add variety and/or extra challenge, have participants test their landers on different terrain by creating different landing zones. Participants can use books or other items to create an uneven landing area and/or obstacles to avoid. 
  • Designs may be further tested by dropping them from a higher height, for example from the top of a staircase.
  • If there is extra time, challenge participants to build another lander but this time with fewer/limited materials. 
  • If there is extra time available at the end of the workshop, discuss with the class how we could use different aspects of each group’s design to create the ultimate lander. Have the class give examples of what they think worked best in each design while a volunteer draws the design on the classroom board. Bonus: build the lander and test it out- is this design better?

Additional Educator Resources 

What's Happening?

Space probes help us study planets beyond the limits of current human space travel. The three major types of unmanned probes that explore planets are orbiters, landers and rovers. Each space probe has their own set of design challenges that researchers and engineers must take into consideration. There is little room for error, as one mistake can cause the probe to crash or become non-functional and damages cannot be fixed easily, if possible. 

Scientists have to be creative, innovative and precise in how they approach the probe’s design. The design has to take into account the force of gravity and the force of the impact on the probe. The force of gravity will pull on the heaviest part of the probe the fastest while the force of the impact may cause the probe to bounce and fall over. Participants must consider weight distribution and the types of materials they use.

Each group is likely to come up with a different lander design. Some designs will work better than others and some landers may not land successfully- this is okay! Out of the 48 space probes sent to Mars between 1960 to 2020, only 25 of them were partially successful. Every experience is a learning opportunity and all information is valuable. This is a reason why engineers will build prototypes (small, early versions of their designs) before moving onto their final design. This allows them to figure out what works best and limit waste. They can take parts of different prototypes to create a new design. 

At the end of the activity, each successful group will receive a card with real discoveries made by an unmanned space probe that studied or is studying Mars. This explains the types of samples they can collect and how scientists interpret the data. There is evidence that supports the idea that there may have been life on Mars, such as 

  • Evidence of a thicker atmosphere 
  • Evidence of a past magnetic field 
  • Evidence of flowing water 
  • Evidence of clay, sedimentary rocks, and minerals that form in the presence of water 

Although this does not prove that there was life on Mars, it does suggest that at one time it may have been suitable for life.

Why Does it Matter?

Exploring Mars and its history provides researchers with valuable information about large-scale climate change and provides a deeper understanding of the conditions that lead to the formation of life.

Investigate Further

Activity Modifications

  • An option to help guide the brainstorming activity is to provide the participants with the pros/cons and characteristic statements found on page 12 of the Exploration Mars manual. Have participants place the statements under the correct columns. Note: this could involve, 
    • Printing the statements ahead of time and creating a chart for students to fill in, either as a class or in small groups
    • Creating an interactive presentation to be shared with the class 
  • Alternatively, if time is limited the brainstorming activity could be skipped and replaced with a quick discussion about the differences between the three probes.
  • A challenge that space engineers face when designing anything that has to land is that the surface of planets are uneven and there are often many things (i.e. large rocks, craters, etc…) that they want to avoid. To add variety and/or extra challenge, have participants test their landers on different terrain by creating different landing zones. Participants can use books or other items to create an uneven landing area and/or obstacles to avoid. 
  • Designs may be further tested by dropping them from a higher height, for example from the top of a staircase.
  • If there is extra time, challenge participants to build another lander but this time with fewer/limited materials. 
  • If there is extra time available at the end of the workshop, discuss with the class how we could use different aspects of each group’s design to create the ultimate lander. Have the class give examples of what they think worked best in each design while a volunteer draws the design on the classroom board. Bonus: build the lander and test it out- is this design better?

Additional Educator Resources 

Resources

Web

Attachments 

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