Students will investigate the essential question, “What is the purpose of a Mars rover?” by studying Mars, water’s influence on planetary dynamics, rover longevity, and scientific exploration. Teams will use engineering design, mathematics, science, tools, and materials to build and test a model solar-powered rover system. They will compare energy and mineral-resource solutions using cost-benefit evidence, revise their designs through peer feedback, and document shared decisions. Students will present and defend how their rover design supports a specific Mars exploration mission.

Students will answer “What is the purpose of a Mars rover?” by investigating how rovers gather evidence about Mars, including the role of water in shaping planetary conditions. They will apply engineering design, mathematics, and science to build and test a rover prototype using appropriate tools, materials, robotics, and solar-energy systems. Teams will compare energy and mineral-resource solutions using cost-benefit evidence, then revise designs based on test data, peer feedback, and reflection. Students will share decisions, resolve design challenges, rotate leadership roles, and communicate their final design and scientific reasoning to an audience.

Teams will create a Mars mission evidence brief explaining rover purposes, Mars conditions, water’s influence on planetary dynamics, and factors affecting rover longevity. They will produce a cost-benefit decision matrix comparing solar and alternative energy systems and evaluating methods for locating or using mineral resources. Each team will develop annotated engineering sketches, a working rover prototype, test data, and an iteration log documenting tools, materials, scientific reasoning, shared decisions, and peer feedback. The final products will include a simulated Mars exploration demonstration and a team presentation defending how the rover’s design fulfills its purpose and improves mission success.

Stage a simulated Mars mission briefing in which teams receive images, terrain maps, water-ice evidence, mineral data, energy constraints, and a “rover failure” alert. Students rotate through evidence stations, handle safe rover or solar-panel components, and identify what the rover must investigate, survive, and communicate. Teams propose an initial mission priority and compare solar-energy, mobility, durability, and resource-use tradeoffs using evidence. Conclude with teams recording and defending their first response to the essential question, “What is the purpose of a Mars rover?”

Host a public “Mars Mission Review” where teams demonstrate their rover prototypes on a simulated terrain course featuring obstacles and evidence of water-related landforms. Teams present how their designs answer “What is the purpose of a Mars rover?” and defend decisions about robotics, solar energy, materials, durability, and cost-benefit tradeoffs. Visitors—including families, peers, and local STEM professionals—use feedback cards to assess each rover’s performance, resource use, and scientific value. Each student leads part of the demonstration and concludes with a brief reflection on team decisions, feedback, and possible design improvements.