Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.001
Antoni Pérez Poch, Jordi Torner Ribé, Daniel Ventura González Alonso, Laura González Llamazares, Maria Josep Martí, Rosa Maria Pasquets Pérez, Francesc Alpiste Penalba, Miguel Ángel Brigos Hermida, Gloria García Cuadrado
Challenge-Based Learining is a STEM Education methodology that has been used as a collaborative and hands-on approach to encourage students to put their knowledge in practice by addressing real-life problems. Space Education is a field particularly suited to apply it, with hands-on research projects which require students to take actions and communicate their efforts in a multicultural, international scenario in order to produce an optimal response a specific goal. We herein present a successful Challenge-Based Learning Case Study which involves designing, implementing, and actually flying a microgravity experiment in parabolic flight. The Barcelona ZeroG Challenge is an international competition addressed to University students worldwide. It challenges students to build a team with a mentor, propose, design, build and fly their experiment in microgravity and finally communicate their findings. The experiment has to meet the requirements of a unique microgravity research platform available in Barcelona for educational and research purposes. More than fifty students have flown their experiments on board an aerobatic CAP10B aircraft in Barcelona in previous educational campaigns; having published their results in relevant symposiums and scientific journals. These campaigns have always attracted media attention. The current edition is underway with the winner team expected to fly their experiment before the end of 2022. This edition is jointly organized by Universitat Politècnica de Catalunya, the Barcelona-Sabadell Aviation Club and the Space Generation Advisory Council. Up to fifteen projects have been submitted to this edition, an unprecedent number so far. A panel of experts from the European Space Agency Academy conducted the selection of the winner team, who receives a 2500 euros grant to develop its experiment, aside from the opportunity to fly it in parabolic flight. Furthermore, students from our own University have also the opportunity of designing and testing their microgravity experiments during their studies. Principles of Challenge-Based Learning are herein described as well as how this methodology is applied to this Case Study. Results from our experience are very satisfactory as most of the students who have been involved in it perceive this experience as a boost for their careers. Three key factors to success have been identified: a strong involvement from students' associations, a need for international cooperation and the quality of the students’ mentoring. The experience can be of interest for other organizations to conduct a successful CBL educational project
{"title":"Challenge-based learning and the Barcelona ZeroG Challenge: A space education case study","authors":"Antoni Pérez Poch, Jordi Torner Ribé, Daniel Ventura González Alonso, Laura González Llamazares, Maria Josep Martí, Rosa Maria Pasquets Pérez, Francesc Alpiste Penalba, Miguel Ángel Brigos Hermida, Gloria García Cuadrado","doi":"10.5821/conference-9788419184405.001","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.001","url":null,"abstract":"Challenge-Based Learining is a STEM Education methodology that has been used as a collaborative and hands-on approach to encourage students to put their knowledge in practice by addressing real-life problems. Space Education is a field particularly suited to apply it, with hands-on research projects which require students to take actions and communicate their efforts in a multicultural, international scenario in order to produce an optimal response a specific goal. We herein present a successful Challenge-Based Learning Case Study which involves designing, implementing, and actually flying a microgravity experiment in parabolic flight. The Barcelona ZeroG Challenge is an international competition addressed to University students worldwide. It challenges students to build a team with a mentor, propose, design, build and fly their experiment in microgravity and finally communicate their findings. The experiment has to meet the requirements of a unique microgravity research platform available in Barcelona for educational and research purposes. More than fifty students have flown their experiments on board an aerobatic CAP10B aircraft in Barcelona in previous educational campaigns; having published their results in relevant symposiums and scientific journals. These campaigns have always attracted media attention. The current edition is underway with the winner team expected to fly their experiment before the end of 2022. This edition is jointly organized by Universitat Politècnica de Catalunya, the Barcelona-Sabadell Aviation Club and the Space Generation Advisory Council. Up to fifteen projects have been submitted to this edition, an unprecedent number so far. A panel of experts from the European Space Agency Academy conducted the selection of the winner team, who receives a 2500 euros grant to develop its experiment, aside from the opportunity to fly it in parabolic flight. Furthermore, students from our own University have also the opportunity of designing and testing their microgravity experiments during their studies. Principles of Challenge-Based Learning are herein described as well as how this methodology is applied to this Case Study. Results from our experience are very satisfactory as most of the students who have been involved in it perceive this experience as a boost for their careers. Three key factors to success have been identified: a strong involvement from students' associations, a need for international cooperation and the quality of the students’ mentoring. The experience can be of interest for other organizations to conduct a successful CBL educational project","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130314151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.054
N. Callens, Marie-Christine Bernelin, P. Coue, Marine Regnier, Mathieu Beylard
Inspired by the first successful tests of a private manned spaceplane in 2004, the Student Aerospace Challenge was created in 2006 by the European Astronaut Club and its partners - Dassault Aviation, the European Space Agency, the International Astronautical Federation, Safran and Thales at the time - to allow European university students to explore some aspects of manned suborbital vehicles. Until 2020, the Challenge focused on a local reusable vehicle reaching Mach 3.5 and an altitude of 100 km. Since the 15th edition, to better respond to the evolution of the sector, a second vehicle is proposed: a hypersonic vehicle dedicated to point-to-point transportation taking, for example, less than two hours to travel from Barcelona to Tokyo. Each year, the Steering Committee defines several work packages corresponding to a large variety of study domains realistically related to this type of innovative vehicles like aerodynamic and flight control, structure, reusable propulsion, airworthiness, promotion, market analysis, legal frame & medicine. The introduction of a second vehicle having a quite different mission led the Committee to introduce dedicated topics. In addition, for the current edition, a new work package was proposed to cover potential applications of suborbital flights other than carrying passengers. In function of their background and interest, European University students have the opportunity to work, during several months, on a topic related to one of the work packages and to explore new solutions. Proposed projects should be technically realistic, economically viable and environmentally friendly. Reports and posters issued by student teams are evaluated by the Steering Committee some weeks before the “Suborbital Day”, a dedicated event organised like a mini-symposium, usually on-site where students present orally their projects and meet representatives of the different partners. The best-quoted projects are rewarded with prizes, among them, the ESA Grand Prize offering the winner team the unique opportunity to present their project in an appropriate European space-related event. To date, 216 teams and 998 University students coming from all over Europe already took part in the Student Aerospace Challenge, a motivating and ambitious multidisciplinary educational programme. Their participation allowed them to complement their knowledge, learn new skills and enlarge their network in the space sector
{"title":"The Student Aerospace Challenge: a european multidisciplinary contest and tertiary educational programme","authors":"N. Callens, Marie-Christine Bernelin, P. Coue, Marine Regnier, Mathieu Beylard","doi":"10.5821/conference-9788419184405.054","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.054","url":null,"abstract":"Inspired by the first successful tests of a private manned spaceplane in 2004, the Student Aerospace Challenge was created in 2006 by the European Astronaut Club and its partners - Dassault Aviation, the European Space Agency, the International Astronautical Federation, Safran and Thales at the time - to allow European university students to explore some aspects of manned suborbital vehicles. Until 2020, the Challenge focused on a local reusable vehicle reaching Mach 3.5 and an altitude of 100 km. Since the 15th edition, to better respond to the evolution of the sector, a second vehicle is proposed: a hypersonic vehicle dedicated to point-to-point transportation taking, for example, less than two hours to travel from Barcelona to Tokyo. Each year, the Steering Committee defines several work packages corresponding to a large variety of study domains realistically related to this type of innovative vehicles like aerodynamic and flight control, structure, reusable propulsion, airworthiness, promotion, market analysis, legal frame & medicine. The introduction of a second vehicle having a quite different mission led the Committee to introduce dedicated topics. In addition, for the current edition, a new work package was proposed to cover potential applications of suborbital flights other than carrying passengers. In function of their background and interest, European University students have the opportunity to work, during several months, on a topic related to one of the work packages and to explore new solutions. Proposed projects should be technically realistic, economically viable and environmentally friendly. Reports and posters issued by student teams are evaluated by the Steering Committee some weeks before the “Suborbital Day”, a dedicated event organised like a mini-symposium, usually on-site where students present orally their projects and meet representatives of the different partners. The best-quoted projects are rewarded with prizes, among them, the ESA Grand Prize offering the winner team the unique opportunity to present their project in an appropriate European space-related event. To date, 216 teams and 998 University students coming from all over Europe already took part in the Student Aerospace Challenge, a motivating and ambitious multidisciplinary educational programme. Their participation allowed them to complement their knowledge, learn new skills and enlarge their network in the space sector","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130998000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.034
Marcel Liegibel, Jona Petri, Philipp Hoffmann, Niklas Geier, S. Klinkner
The scientific mission objectives of the Stuttgart Operated University Research CubeSat for Evaluation and Education are meteor observation, measurement of the lower Earth's atmosphere during re-entry as well as technology demonstrations. The meteor observation is done by pointing a camera towards Earth and continuously taking images during Eclipse. Since it is not possible to downlink all images, an on-board detection algorithm is necessary and mission critical. Therefore, this algorithm needs to be tested thoroughly. Realistic test data showing meteors from orbit is needed to properly develop and test the algorithm. Existing videos, provided by the Planetary Exploration Research Center, captured from the ISS are used as a baseline but are not sufficient to test the algorithm. The videos do not have the diversity of meteors needed and the meteor properties are not settable which makes it difficult to test the detection algorithm in as many scenarios as possible. Therefore, an artificial meteor program was developed to simulate meteors with given properties as perceived from a meteor observation system in a low Earth orbit. Here, we present the details of the artificial meteor program, its working principle and how we tested an algorithm for meteor detection. The user can choose between different background videos, the existing ISS videos from PERC or the self-generated videos. Each different background is used to test a different aspect of the meteor detection algorithm. The ISS videos from PERC provide more diverse backgrounds than the self-generated videos with e.g., clouds and lightning. For these self-generated videos, a program is developed to take image sections of NASA’s Black Marble and putting them frame by frame together into a video. These videos are more suitable for simulating satellite rotation and camera properties. Independent of the background video, settable meteor properties contain important characteristics of a meteor like the light curve, brightness, speed, direction and shape. Additionally, the user can choose the meteor position in the video frame, in which frame it appears and which distance it covers. Furthermore, distortion settings can be applied which contain airplanes with adjustable parameters and scalable noise. Only a properly working meteor detection algorithm leads to a success of a mission critical part of the SOURCE CubeSat. Therefore, the development of this artificial meteor generation program is crucial. Furthermore, this technology demonstration of developing and especially testing a meteor detection algorithm will enable future space-based missions for meteor observations
{"title":"Meteor observation with the SOURCE CubeSat – Developing a simulation to test on-board meteor detection algorithms","authors":"Marcel Liegibel, Jona Petri, Philipp Hoffmann, Niklas Geier, S. Klinkner","doi":"10.5821/conference-9788419184405.034","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.034","url":null,"abstract":"The scientific mission objectives of the Stuttgart Operated University Research CubeSat for Evaluation and Education are meteor observation, measurement of the lower Earth's atmosphere during re-entry as well as technology demonstrations. The meteor observation is done by pointing a camera towards Earth and continuously taking images during Eclipse. Since it is not possible to downlink all images, an on-board detection algorithm is necessary and mission critical. Therefore, this algorithm needs to be tested thoroughly. Realistic test data showing meteors from orbit is needed to properly develop and test the algorithm. Existing videos, provided by the Planetary Exploration Research Center, captured from the ISS are used as a baseline but are not sufficient to test the algorithm. The videos do not have the diversity of meteors needed and the meteor properties are not settable which makes it difficult to test the detection algorithm in as many scenarios as possible. Therefore, an artificial meteor program was developed to simulate meteors with given properties as perceived from a meteor observation system in a low Earth orbit. Here, we present the details of the artificial meteor program, its working principle and how we tested an algorithm for meteor detection. The user can choose between different background videos, the existing ISS videos from PERC or the self-generated videos. Each different background is used to test a different aspect of the meteor detection algorithm. The ISS videos from PERC provide more diverse backgrounds than the self-generated videos with e.g., clouds and lightning. For these self-generated videos, a program is developed to take image sections of NASA’s Black Marble and putting them frame by frame together into a video. These videos are more suitable for simulating satellite rotation and camera properties. Independent of the background video, settable meteor properties contain important characteristics of a meteor like the light curve, brightness, speed, direction and shape. Additionally, the user can choose the meteor position in the video frame, in which frame it appears and which distance it covers. Furthermore, distortion settings can be applied which contain airplanes with adjustable parameters and scalable noise. Only a properly working meteor detection algorithm leads to a success of a mission critical part of the SOURCE CubeSat. Therefore, the development of this artificial meteor generation program is crucial. Furthermore, this technology demonstration of developing and especially testing a meteor detection algorithm will enable future space-based missions for meteor observations","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128666821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.119
Thibault Gateau, S. Salas Cordero, Jérôme Puech, R. Vingerhoeds
This paper aims to facilitate getting acquainted with CubeSat preliminary design by presenting a review of open-source tools commonly used during project first steps, and a concrete example. The light but realistic preliminary design framework is based on a real 3U CubeSat use-case, the CREME project, relying on Nanospace and a package of selected Open-Source tools. This example should allow students and non-related field experts to fully grasp the concepts needed to achieve the basics of a typical preliminary design.
{"title":"Nanospace and open-source tools for CubeSat preliminary design: review and pedagogical use-case","authors":"Thibault Gateau, S. Salas Cordero, Jérôme Puech, R. Vingerhoeds","doi":"10.5821/conference-9788419184405.119","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.119","url":null,"abstract":"This paper aims to facilitate getting acquainted with CubeSat preliminary design by presenting a review of open-source tools commonly used during project first steps, and a concrete example. The light but realistic preliminary design framework is based on a real 3U CubeSat use-case, the CREME project, relying on Nanospace and a package of selected Open-Source tools. This example should allow students and non-related field experts to fully grasp the concepts needed to achieve the basics of a typical preliminary design.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"124 45","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131942991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.032
Ú. Martínez, Luis Bravo, D. Gligor, K. Olfe, Á. Bello, J. M. Ezquerro, Jacobo Rodríguez, Pablo Salgado
This paper introduces the three-axis attitude control of the ESAT platform. ESAT is a modular nanosatellite that implements the popular 10x10x10 cm CubeSat standard, designed for hands-on learning at different educational levels as well as professional training. ESAT features the full set of characteristic spacecraft subsystems (power, on-board data handling, attitude control, communications, and payload). The satellite can be disassembled to focus on each subsystem, one at a time, or used all together, and features a flexible ground segment. Courses using the ESAT platform are imparted in our university, as part of the last year of the master’s degree in Aerospace engineering, and in other institutions like the ESA Academy. They cover aspects ranging from subsystems design to testing and spacecraft operations. In addition, the platform is used in master’s thesis and research activities. Although the version that is currently being used in the courses allows only one-axis attitude control, the ESAT is in continuous development and two prototypes of the satellite have already been developed that allow three-axis control based on reaction wheels and/or magnetorquers, which is essential for the testing and verification of attitude determination and control algorithms. For this purpose, the ground support equipment has also been updated to be able to carry out the turns in three axes, with the development of new testbeds and a complete magnetic field simulator. The present work aims to show the new three-axis platform designs and its main functionalities
{"title":"Attitude control research with educational nanosatellites","authors":"Ú. Martínez, Luis Bravo, D. Gligor, K. Olfe, Á. Bello, J. M. Ezquerro, Jacobo Rodríguez, Pablo Salgado","doi":"10.5821/conference-9788419184405.032","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.032","url":null,"abstract":"This paper introduces the three-axis attitude control of the ESAT platform. ESAT is a modular nanosatellite that implements the popular 10x10x10 cm CubeSat standard, designed for hands-on learning at different educational levels as well as professional training. ESAT features the full set of characteristic spacecraft subsystems (power, on-board data handling, attitude control, communications, and payload). The satellite can be disassembled to focus on each subsystem, one at a time, or used all together, and features a flexible ground segment. Courses using the ESAT platform are imparted in our university, as part of the last year of the master’s degree in Aerospace engineering, and in other institutions like the ESA Academy. They cover aspects ranging from subsystems design to testing and spacecraft operations. In addition, the platform is used in master’s thesis and research activities. Although the version that is currently being used in the courses allows only one-axis attitude control, the ESAT is in continuous development and two prototypes of the satellite have already been developed that allow three-axis control based on reaction wheels and/or magnetorquers, which is essential for the testing and verification of attitude determination and control algorithms. For this purpose, the ground support equipment has also been updated to be able to carry out the turns in three axes, with the development of new testbeds and a complete magnetic field simulator. The present work aims to show the new three-axis platform designs and its main functionalities","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134096063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.005
Guillem Olivella Martí, Marcel Marín de Yzaguirre
STEM education is a new interdisciplinary concept that fuses the learning objectives of sciences, technology, engineering and mathematics. After concluding that many undergraduate students are not interested in STEM disciplines and taking into account the admiration for space, a series of educational activities have been developed to increase their engagement in this field. The proposed project-based workshops are diverse: designing and launching High Altitude Balloons; building water rockets; protecting an egg from the impact with the ground after being dropped from a drone; designing and building paper gliders; 3D printing customzied quadcopters, etc. One of the most impressive activities consisted of designing, manufacturing and launching a low-cost high-altitude balloon to take photographs of the stratosphere. To do so, a kit was developed and validated: this contains a GPS tracker, a camera, an EPS box, a parachute and a helium balloon. The selection of the components was done trying to minimize the operational cost and maximizing the reliability of the design; the final High Altitude balloon weights 350g and has reached altitudes around 27.000 - 30.000 m. The educational activity is a 3 to 4 days workshop in which the students go through the process of building their own HAB, launching it and eventually recovering it to obtain the photographs. The activities have been implemented in multiple schools and high schools in Catalonia, and all of them have shown excellent results. After evaluating the reasons why the workshops were well-received, it was concluded that students were more implicated than in standard lectures because they went from a passive to an active mindset. Moreover, the workshops were designed to make them become curious and increase their eagerness to learn, while forcing them to think and to take important decisions that ultimately influence the final result, rather than observing and admiring somebody else’s work
{"title":"Design and implementation of space educational activities to motivate young students in Catalonia","authors":"Guillem Olivella Martí, Marcel Marín de Yzaguirre","doi":"10.5821/conference-9788419184405.005","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.005","url":null,"abstract":"STEM education is a new interdisciplinary concept that fuses the learning objectives of sciences, technology, engineering and mathematics. After concluding that many undergraduate students are not interested in STEM disciplines and taking into account the admiration for space, a series of educational activities have been developed to increase their engagement in this field. The proposed project-based workshops are diverse: designing and launching High Altitude Balloons; building water rockets; protecting an egg from the impact with the ground after being dropped from a drone; designing and building paper gliders; 3D printing customzied quadcopters, etc. One of the most impressive activities consisted of designing, manufacturing and launching a low-cost high-altitude balloon to take photographs of the stratosphere. To do so, a kit was developed and validated: this contains a GPS tracker, a camera, an EPS box, a parachute and a helium balloon. The selection of the components was done trying to minimize the operational cost and maximizing the reliability of the design; the final High Altitude balloon weights 350g and has reached altitudes around 27.000 - 30.000 m. The educational activity is a 3 to 4 days workshop in which the students go through the process of building their own HAB, launching it and eventually recovering it to obtain the photographs. The activities have been implemented in multiple schools and high schools in Catalonia, and all of them have shown excellent results. After evaluating the reasons why the workshops were well-received, it was concluded that students were more implicated than in standard lectures because they went from a passive to an active mindset. Moreover, the workshops were designed to make them become curious and increase their eagerness to learn, while forcing them to think and to take important decisions that ultimately influence the final result, rather than observing and admiring somebody else’s work","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129645274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.065
Armelle Frenea Schmidt, Henrik Johansson, Stefan Krämer
Nowadays, lots of opportunities are offered to students to fly their own experiment on board of rockets or balloons. Thanks to those opportunities, young scientists have a chance to experience hands-on project and even to find a vocation: pursuing experimentations on-board of flight missions. However, it can appear, for these young professionals, that flying on board sounding rockets or stratospheric balloons is hard to access or to afford. Yet the opportunities exist and are waiting for them! Space educational programmes enable students to learn, in a short period of time, all phases of a scientific project; a unique chance to experience a full project cycle from objectives’ definition to the publication of the results. Thus, students define mission requirements, design, manufacture, test and finally launch their own experiment! On REXUS/BEXUS [1] for example, students experience an end-to-end project with all disciplines required by a Space project (science, mechanics, electronics, software, system engineering, management, finances, outreach). The concretisation of all efforts occurs during the launch campaign, organised at SSC Esrange (Sweden). The campaign is always an intense period for the participants: high level of concentration, pressure, stress but a massive work that pays off during the flight and after. Usually, this key event enables ideas and improvements to pop up; a prolific event to define the next step of an experiment, maybe on a future mission! Many students start their professional career after the campaign. Despite new ideas and the drive to pursue, a common idea of these young professionals is that it is hard to access to flight opportunities on sounding rockets or stratospheric balloons while not being a student anymore: too expensive to finance a campaign? too complex to organise? who to contact? Many questions that it is time to answer. Yes, it is possible! At SSC, we enable access to stratospheric balloons, sounding rockets and drop tests on a cost-efficient entrance level or fully funded through national and international programmes. One of these examples is the EOSTRE mission [2] (Experiment on Outliving Microorganisms under Stratospheric Environment), developed by FH Aachen University of Applied Sciences (Germany) in collaboration with the University of Oulu (Finland); a former BEXUS team that developed its own balloon mission, launched successfully from Esrange in March 2020. Several former students from REXUS/BEXUS have joined professional opportunities, such as the HEMERA [3] programme, with the experiments GRASS from INAF (Istituto Nazionale di Astrofisica) and STRAINS (Sapienza University, Rome) and launched it from Esrange in September 2021. Today, SSC is also offering ride share opportunities on sounding rockets with the programme SubOrbital Express [4]; first successful launch was in June 2019 on board MASER 14 (S1X-1). Opportunities are still open for the next missions in fall 2022 (S1X-3) and in 2023 (S1X-4
如今，学生们有很多机会在火箭或气球上进行自己的实验。由于这些机会，年轻的科学家有机会体验动手项目，甚至找到一个职业:在飞行任务中进行实验。然而，对于这些年轻的专业人士来说，乘坐探空火箭或平流层气球飞行似乎很难获得或负担得起。然而，机会是存在的，正在等待着他们!空间教育方案使学生能够在短时间内学习一个科学项目的所有阶段;体验从目标定义到结果发布的完整项目周期的独特机会。因此，学生定义任务要求，设计，制造，测试，最后推出自己的实验!例如，在REXUS/BEXUS[1]上，学生将体验到一个端到端的项目，该项目涉及航天项目所需的所有学科(科学、力学、电子、软件、系统工程、管理、财务、外延)。在瑞典Esrange SSC公司组织的发射活动中，所有的努力都具体化了。对于参与者来说，活动总是一个紧张的时期:高度集中，压力，压力，但在飞行期间和之后的大量工作得到了回报。通常，这个关键事件会使想法和改进涌现出来;一个多产的事件来定义实验的下一步，也许在未来的任务中!许多学生在竞选后开始了他们的职业生涯。尽管有新的想法和追求的动力，但这些年轻专业人士的一个共同想法是，如果不再是学生，就很难获得乘坐探空火箭或平流层气球的飞行机会:资助一项活动太贵了?太复杂而难以组织?联系谁?是时候回答很多问题了。是的，这是可能的!在南南航天公司，我们以成本效益高的入门级或由国家和国际项目全额资助的方式提供平流层气球、探空火箭和坠落试验。其中一个例子是EOSTRE任务[2](平流层环境下长寿微生物实验)，由德国亚琛应用科学大学与芬兰奥卢大学合作开发;这个前BEXUS团队开发了自己的气球任务，并于2020年3月从埃斯朗日成功发射。来自REXUS/BEXUS的几名前学生加入了专业机会，例如HEMERA[3]计划，实验来自INAF (Istituto Nazionale di Astrofisica)和strain(罗马Sapienza大学)，并于2021年9月从Esrange启动。今天，SSC还通过亚轨道快车计划提供探空火箭的乘车共享机会[4];第一次成功发射是在2019年6月的MASER 14 (S1X-1)上。2022年秋季(S1X-3)和2023年(S1X-4)的下一次任务仍有机会进行。
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Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.104
Roger Macías, Antonio Marzoa Domínguez, O. Casamor, Joan Soler, Daniel Fernández
3D printing technologies experienced a huge evolution both in techniques and applications since its invention in the early 1980s. Fused Deposition Modelling (FDM) was the first term used to describe an additive manufacturing technique and from that point on, many different ways of 3D printing have been developed to fulfil a variety of needs. Nowadays, 3D printing has become more accessible to the general public because of the big drop in prices caused by the big technical developments. As a result of that, a community of “makers” has been taking shape internationally making access to designs and advice easier. 3D printing is without a doubt one of the key developments of the last decades and covers from highly technical research fields (like medicine-related investigations) to individual makers or even educational programs to encourage young people to create. As a result of that, it can be seen daily that the so-called 3D printing has gained a big amount of fame between fabrication processes for its accessibility and ease of use, it only takes a computer, a 3D printer and time. On behalf of that, an idea for a final degree thesis was proposed: designing and printing using fused deposition modelling a telescope for astronomical and educational purposes. The main goal of the project is to, first check the capabilities of the 3D printing technology to build telescopes for amateur astronomers, comparing its performance with the current commercial products, and secondly, to develop a set of educational resources that permit the easy construction of low-cost custom instruments for the teaching and diffusion of Astronomy and Space Science. The set of resources derived from this project will be an interesting tool for Astronomy beginners, Engineering and Science students, teachers, and makers. In this work, we summarise the current status of the project and the results obtained with the first built prototype, as well as the design and choices made to fulfil our needs in a practical and feasible way. Last but not least, a list of possible educational activities to be carried out with the developed resources will be exposed.
{"title":"3D printed telescopes: an interesting tool for teaching Astronomy, Science and Technology","authors":"Roger Macías, Antonio Marzoa Domínguez, O. Casamor, Joan Soler, Daniel Fernández","doi":"10.5821/conference-9788419184405.104","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.104","url":null,"abstract":"3D printing technologies experienced a huge evolution both in techniques and applications since its invention in the early 1980s. Fused Deposition Modelling (FDM) was the first term used to describe an additive manufacturing technique and from that point on, many different ways of 3D printing have been developed to fulfil a variety of needs. \u0000Nowadays, 3D printing has become more accessible to the general public because of the big drop in prices caused by the big technical developments. As a result of that, a community of “makers” has been taking shape internationally making access to designs and advice easier. \u00003D printing is without a doubt one of the key developments of the last decades and covers from highly technical research fields (like medicine-related investigations) to individual makers or even educational programs to encourage young people to create. \u0000As a result of that, it can be seen daily that the so-called 3D printing has gained a big amount of fame between fabrication processes for its accessibility and ease of use, it only takes a computer, a 3D printer and time. On behalf of that, an idea for a final degree thesis was \u0000proposed: designing and printing using fused deposition modelling a telescope for astronomical and educational purposes. \u0000The main goal of the project is to, first check the capabilities of the 3D printing technology to build telescopes for amateur astronomers, comparing its performance with the current commercial products, and secondly, to develop a set of educational resources that permit the \u0000easy construction of low-cost custom instruments for the teaching and diffusion of Astronomy and Space Science. The set of resources derived from this project will be an interesting tool for Astronomy beginners, Engineering and Science students, teachers, and makers. \u0000In this work, we summarise the current status of the project and the results obtained with the first built prototype, as well as the design and choices made to fulfil our needs in a practical and feasible way. Last but not least, a list of possible educational activities to be carried out \u0000with the developed resources will be exposed.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128577422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.127
Blanca Crazzolara, Patrick Gowran, Jordi Vàzquez Mas
The Fly a Rocket! programme is a hands-on project offered by the European Space Agency’s Education Office in collaboration with Andøya Space Education and the Norwegian Space Agency (Norsk Romsenter). The programme, which comprises an online pre-course and a hands-on launch campaign, represents a unique opportunity for european university students from different backgrounds to build, test, and launch a sounding rocket and obtain practical experience. The pre-course strengthened the understanding of rocket science of the students, and taught them about topics such as the rocket dynamics, propulsion, and orbital mechanics in preparation for the campaign. The students were divided into three teams, each with different responsibilities: Sensors Experiments, Telemetry and Data Readout, and Payload. The paper will focus on the work done by the team responsible for the rocket payload. The Payload team was responsible for the sensor placement of the rocket. They ensured the readiness of all the sensors and key components of the rocket. In addition, they were an integral part of the countdown procedure, the arming of the rocket and the performance of the sensors. After the launch, the data was analysed and presented according to four previously defined scientific cases. A GPS and a barometer were used in order to obtain the rocket trajectory. Both methods showed similar results. The GPS detected an apogee of 8630.11 ±2.4m. With an optical sensor it was possible to detect clouds which were verified with a humidity sensor. Additionally, the spin rate of the rocket could be detected with the optical sensor and a magnetometer by doing a Fourier Analysis. The rocket reached a spin rate of about 19 Hz after approximately 10 s after the firing. The results of the spin rate correspond to the results obtained with an accelerometer.
{"title":"Fly A Rocket! Programme: assembly, testing and post-flight review of a sounding rocket payload","authors":"Blanca Crazzolara, Patrick Gowran, Jordi Vàzquez Mas","doi":"10.5821/conference-9788419184405.127","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.127","url":null,"abstract":"The Fly a Rocket! programme is a hands-on project offered by the European Space Agency’s Education Office in collaboration with Andøya Space Education and the Norwegian Space Agency (Norsk Romsenter). The programme, which comprises an online pre-course and a hands-on launch campaign, represents a unique opportunity for european university students from different backgrounds to build, test, and launch a sounding rocket and obtain practical experience. The pre-course strengthened the understanding of rocket science of the students, and taught them about topics such as the rocket dynamics, propulsion, and orbital mechanics in preparation for the campaign. The students were divided into three teams, each with different responsibilities: Sensors Experiments, Telemetry and Data Readout, and Payload. The paper will focus on the work done by the team responsible for the rocket payload. The Payload team was responsible for the sensor placement of the rocket. They ensured the readiness of all the sensors and key components of the rocket. In addition, they were an integral part of the countdown procedure, the arming of the rocket and the performance of the sensors. After the launch, the data was analysed and presented according to four previously defined scientific cases. A GPS and a barometer were used in order to obtain the rocket trajectory. Both methods showed similar results. The GPS detected an apogee of 8630.11 ±2.4m. With an optical sensor it was possible to detect clouds which were verified with a humidity sensor. Additionally, the spin rate of the rocket could be detected with the optical sensor and a magnetometer by doing a Fourier Analysis. The rocket reached a spin rate of about 19 Hz after approximately 10 s after the firing. The results of the spin rate correspond to the results obtained with an accelerometer.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128804948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.027
Stefan Lobas, Mario Geisler, F. Fischer
The DLR_School_Lab Braunschweig, Germany, organized an amateur radio contact with an astronaut on board the International Space Station (ISS) for students from five different schools for the third time. While the contact itself was always an exciting event for the participating students our goal was to increase the sustainability in learning with a deeper understanding of the technology used for the radio contact. As a result, we present our concept for engaging with the students and preparing them for the actual radio contact with an inexpensive hands-on space radio workshop that was conducted remotely via video conferencing and thus is independent in regard to distance between the lecturer and the group. During the workshop the students built their own ground station to receive amateur radio satellites and the ISS. Due to the COVID-19 pandemic the workshop could not be conducted fully as an in-person learning experience. To overcome this obstacle, we chose a hybrid approach. Each session started with a short introductory lecture using a video conferencing software. After the introduction the students worked in groups following a written guide which we provided. During the rest of the session we assisted online in case of any questions or technical difficulties. We also supplied the schools with a Raspberry Pi single board computer, an inexpensive software defined radio and some coaxial cables for building antennas. The tasks necessary building the ground station included setting up the hardware, configuring the software and building antennas. The written guide gave detailed information on how to complete the individual steps. It also provided some optional more in-depth information on propagation of electromagnetic fields, antenna theory and orbital mechanics to accommodate the range of participating school forms with different levels of proficiency and wide range of age of the students participating. The students were very motivated to take part in this workshop, even as an extracurricular activity during their spare time. The students as well as the teachers involved also highlighted the interesting and useful lectures and the professional support via video conferencing software. This kind of hybrid approach was a new and innovative learning experience for the schools. Our workshop offered the students an introduction to radio technology and space which would be otherwise beyond most teachers’ knowledge and capabilities. We demonstrated that such a workshop can be realized over distance besides pandemic conditions broadening the field of schools that can be involved
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