Science // Space Exploration

Journey to Mars

Evaluate the engineering and human challenges of long-duration spaceflight to Mars — radiation exposure, muscle and bone loss, psychological isolation, communication delays — and assess the current state of the SETI programme: what methods are used, what has been detected so far, and what the Fermi Paradox is

Ages
13 to 14
Type
Thinking skill
Builds on
2 topics
Leads to
0 topics

Quick check

If the learner was asked whether they'd volunteer for a 3-year mission to Mars, could they describe at least three serious scientific or engineering challenges that would need to be solved first — and explain why the 20-minute communication delay alone changes almost everything about how the mission would operate?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Identifies and explains at least three major challenges of a Mars mission: radiation (no magnetosphere), bone/muscle loss from low gravity, psychological isolation, and delayed communications
  • Describes how SETI searches for intelligent life (radio signals, laser pulses, technosignatures) and explains why the lack of detection so far is not proof of absence
  • States the Fermi Paradox ('Where is everybody?') and discusses two contrasting proposed resolutions

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

2 topics
  • Space Exploration // Ages 9 to 11

    Evaluating Mars mission challenges depends on knowing key milestones in human space exploration

  • Space Systems & Earth's History // Ages 12 to 13

    Mars/SETI/Fermi paradox analysis depends on understanding the scale of the universe

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Journey to Mars

Ages 13 to 14 // Thinking skill

Leads to

0 topics

Nothing in the catalogue builds on this topic yet. Browse Space Exploration

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

A META/evaluation topic for ages 13-14: weigh the challenges of a crewed Mars mission and reason about whether we are alone (SETI and the Fermi Paradox). The skill is structured evaluation of open problems under uncertainty — marshalling evidence, weighing trade-offs and defending a position rather than finding a single right answer. Organise Mars challenges with NASA's RIDGE framework (Radiation, Isolation/confinement, Distance, Gravity fields, Hostile/closed environments) and hold at least two contrasting Fermi Paradox resolutions against the evidence.

Common misconceptions

  • 'Getting to Mars is just a longer trip to the Moon' — the distance, comms delay, radiation and duration make it a categorically harder, largely self-reliant mission
  • 'Astronauts can be talked through any emergency from Earth' — up to a 20-minute one-way delay means crews must diagnose and act alone
  • 'Weightlessness is harmless' — reduced gravity causes measurable bone and muscle loss and other physiological harm over months
  • 'The Fermi Paradox has been solved' — it is an open problem with many competing, unproven resolutions
  • 'No signal from SETI proves we are alone' — absence of detection so far is weak evidence given how little of the search space has been examined
  • 'The Drake equation tells us how many aliens there are' — it is a framework for organising our uncertainty, and several of its factors are essentially unknown

Useful representations

  • RIDGE hazard map: the five Mars-mission risks with a cause and a mitigation for each
  • Mission trade-off matrix: options (crew size, shielding, supplies, transit time) versus constraints (mass, risk, cost)
  • Fermi Paradox decision tree / Drake-equation-style factor chain from stars to detectable civilisations
  • 'Great Filter' timeline: is the hard step behind us (life is rare) or ahead of us (civilisations self-destruct)?
  • SETI methods diagram: radio/optical technosignature searches and what would count as a signal

Teaching practices

  • Treat it as reasoning practice, not fact recall: the goal is to marshal evidence, weigh trade-offs, and defend a position on genuinely open questions
  • Use NASA's RIDGE framework to give the Mars challenges a memorable, comprehensive structure rather than a random list
  • Quantify the hazards where possible (20-minute comms delay, ~1-1.5%/month bone loss, ~140 million miles) so trade-offs feel real and force prioritisation
  • For the Fermi Paradox, require students to hold TWO contrasting resolutions and evaluate each against evidence, rather than adopting one uncritically
  • Distinguish clearly between what we know (mission engineering challenges, SETI methods), what we hypothesise (Great Filter, rare Earth), and what is speculation
  • Connect the two halves: the difficulty of crossing even interstellar-tiny distances to Mars illuminates why contact across light-years might be so rare

Activities to try

  1. 1

    Debate 'Where is everybody?' with an astrobiologist

    Why it works: The Fermi Paradox is an open problem with many competing, unproven resolutions; your job is to build the strongest case you can and defend it against real counter-evidence, not to find an answer key.

    1. Respond to the opening provocation: 'The galaxy is ~13 billion years old and full of stars — so where is everybody?' by offering your own explanation for the silence.
    2. When you offer 'maybe they're too far away', answer the follow-up: then explain why not one probe, not one signal, in all that time.
    3. Name and argue at least TWO contrasting resolutions, e.g. (a) life/intelligence is extremely rare or a 'Great Filter' lies behind us, versus (b) civilisations are common but hard to detect or short-lived so we never overlap.
    4. Take a position on whether a Great Filter lies behind us, still ahead, or whether there may be no strong filter at all, and defend it against counter-evidence raised in the exchange (SETI's limited coverage of sky/frequencies/time, the vastness of distance).
    5. Relate the two halves of the topic: consider how the difficulty of crossing even the comparatively tiny distance to Mars illuminates why contact across light-years might be so rare — and weigh which is the harder problem, surviving the Mars journey or detecting life light-years away.
  2. 2

    Prioritise the RIDGE hazards with a mission director

    Why it works: A crewed Mars mission is a categorically harder, largely self-reliant problem than a lunar trip; the RIDGE hazards must be weighed and traded off, not solved all at once.

    1. Face the challenge: 'I can't shield the crew from every cosmic ray without grounding the rocket — so what do you protect, and what risk do you accept?'
    2. Work through NASA's five hazards (RIDGE): Radiation, Isolation and confinement, Distance from Earth, Gravity fields, Hostile/closed environments.
    3. For each hazard, state a cause, a quantified effect where possible, and a mitigation — e.g. galactic cosmic radiation is hard to shield and raises cancer/heart-disease/cataract risk (Earth's magnetosphere and atmosphere normally protect us); under the Gravity-fields hazard, reduced gravity causes BOTH weight-bearing bone mineral loss (~1-1.5% per month) AND muscle wasting, experienced across three different gravity environments (Earth gravity, microgravity in transit, and Mars gravity).
    4. Use the Distance figures — Mars is ~140 million miles away on average, with up to ~20-minute one-way comms delays — to explain why the crew must diagnose emergencies themselves and carry all supplies.
    5. Prioritise under conflicting constraints: decide what you protect first and what residual risk you accept, and justify the trade-off.
  3. 3

    Build-a-Mars-mission trade-off sandbox

    Why it works: The Mars hazards form a felt system of constraints you cannot all maximise at once; the Drake equation organises our uncertainty rather than telling us how many aliens there are.

    1. Allocate limited mass and budget across radiation shielding, food/water reserves, crew size and transit time.
    2. Watch a live dashboard recompute crew health risk, launch mass and mission-success odds as you move each control, and find the trade-offs that the numbers force.
    3. Open a Drake-equation explorer: set each factor yourself and watch the estimated number of contactable civilisations swing across orders of magnitude.
    4. Explain in words why small changes to uncertain factors cause huge swings, and connect this to why the 'are we alone' question stays open.

Science // Space Exploration