Pub Date : 2022-04-01DOI: 10.5821/conference-9788419184405.025
F. Di Giacomo, Maura Sandri
There is a need to promote better science, technology, and mathematics (STEM) education at all school levels. Arduino makes it possible by creating the next generation of STEAM programs that empower students on their learning journey through middle school, high school, and university. These kinds of technologies make it possible to make abstract concepts concrete and manipulable, far from the experience of children and young people, increasing the possibilities of learning. Following the constructionist ideas and practices, the National Institute for Astrophysics has developed play.inaf.it, a web platform that collects various coding, educational robotics, making, and tinkering activities, using astronomy and astrophysics as a tool to develop computational thinking and all the skills that are typical of scientific research in the STEM field. In this paper we want to present two projects created by the Play group. The first one aims to create, using an Arduino board, one LED and a photoresistor, an exhibit capable to describe one of the methods most used to identify exoplanets: the transit method, which exploits the fact that the brightness of a star decreases when the planet passes in front of it, with respect to our line of sight. Thanks to this project it is possible both to know Arduino and understand the information that astronomers can obtain from so-called light curves, such as the orbital period, the size of the planet, etc. The second activity aims to create and turn on one or more constellations using Arduino and some LEDs. In this way it will be possible to describe - through an active, cooperative, and operational approach - what are the stars, the constellations and the close relationship that has linked man to the sky since the dawn of time. Thanks to Arduino it is possible to encourage creativity, allowing everyone to give shape and substance to their ideas because the only limit we can set is our imagination
{"title":"Educational activities with Arduino to learn about astronomy","authors":"F. Di Giacomo, Maura Sandri","doi":"10.5821/conference-9788419184405.025","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.025","url":null,"abstract":"There is a need to promote better science, technology, and mathematics (STEM) education at all school levels. Arduino makes it possible by creating the next generation of STEAM programs that empower students on their learning journey through middle school, high school, and university. These kinds of technologies make it possible to make abstract concepts concrete and manipulable, far from the experience of children and young people, increasing the possibilities of learning. Following the constructionist ideas and practices, the National Institute for Astrophysics has developed play.inaf.it, a web platform that collects various coding, educational robotics, making, and tinkering activities, using astronomy and astrophysics as a tool to develop computational thinking and all the skills that are typical of scientific research in the STEM field. In this paper we want to present two projects created by the Play group. The first one aims to create, using an Arduino board, one LED and a photoresistor, an exhibit capable to describe one of the methods most used to identify exoplanets: the transit method, which exploits the fact that the brightness of a star decreases when the planet passes in front of it, with respect to our line of sight. Thanks to this project it is possible both to know Arduino and understand the information that astronomers can obtain from so-called light curves, such as the orbital period, the size of the planet, etc. The second activity aims to create and turn on one or more constellations using Arduino and some LEDs. In this way it will be possible to describe - through an active, cooperative, and operational approach - what are the stars, the constellations and the close relationship that has linked man to the sky since the dawn of time. Thanks to Arduino it is possible to encourage creativity, allowing everyone to give shape and substance to their ideas because the only limit we can set is our imagination","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"24 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":"123280406","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-9788419184405.114
Stefanie Steinbach, N. Salepci, R. Eckardt, C. Schmullius, A. Rienow
Persisting hunger and malnourishment continue to be a problem of global concern, which recent climate change, as well as environmental and socio-economic crises and their impacts along the food chain further exacerbate. Earth observation (EO) holds the capacity to deliver large temporal and spatial coverage information that allow for better decision-making in food production and distribution. Furthermore, the rapidly increasing amount of freely available data and tools potentially enable an expanding user community to bring this information into practice. However, more people need access to EO education to realize this potential. EO Connect (funded by the German Ministry of Education and Research) addresses this demand by developing a Massive Open Online Course (MOOC) towards the UN Sustainable Development Goal (SDG) 2: Zero Hunger. Since a conventional course can barely reflect the comprehensiveness of SDG #2 regarding both content and the people involved in achieving the goal, the Zero Hunger MOOC leverages modern learning approaches in a non-linear, adaptive learning environment to cater to a large audience and diverse target groups, and to their different scopes and levels of desired learning outcomes. The use of micro-content, drip-feeding and feedback-guided course development shall ensure maximum effectiveness. To accomplish this ambitious endeavour, the Zero Hunger MOOC is developed with a community of stakeholders from the realms of EO, education, information technology, and food security. It builds on contents from this community which are adapted, streamlined and assembled to course modules, as well as on the expertise from the over 20 contributing universities, space agencies, national institutions and international organizations. While the Zero Hunger MOOC contributes to bridging the gap between the available EO technology and its application to increase food security, it likewise promotes stronger stakeholder connection in EO education.
{"title":"Earth observation education for Zero Hunger: A Massive Open Online Course towards achieving SDG #2 using EO","authors":"Stefanie Steinbach, N. Salepci, R. Eckardt, C. Schmullius, A. Rienow","doi":"10.5821/conference-9788419184405.114","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.114","url":null,"abstract":"Persisting hunger and malnourishment continue to be a problem of global concern, which recent climate change, as well as environmental and socio-economic crises and their impacts along the food chain further exacerbate. Earth observation (EO) holds the capacity to deliver large temporal and spatial coverage information that allow for better decision-making in food production and distribution. Furthermore, the rapidly increasing amount of freely available data and tools potentially enable an expanding user community to bring this information into practice. However, more people need access to EO education to realize this potential. EO Connect (funded by the German Ministry of Education and Research) addresses this demand by developing a Massive Open Online Course (MOOC) towards the UN Sustainable Development Goal (SDG) 2: Zero Hunger. Since a conventional course can barely reflect the comprehensiveness of SDG #2 regarding both content and the people involved in achieving the goal, the Zero Hunger MOOC leverages modern learning approaches in a non-linear, adaptive learning environment to cater to a large audience and diverse target groups, and to their different scopes and levels of desired learning outcomes. The use of micro-content, drip-feeding and feedback-guided course development shall ensure maximum effectiveness. To accomplish this ambitious endeavour, the Zero Hunger MOOC is developed with a community of stakeholders from the realms of EO, education, information technology, and food security. \u0000It builds on contents from this community which are adapted, streamlined and assembled to course modules, as well as on the expertise from the over 20 contributing universities, space agencies, national institutions and international organizations. While the Zero Hunger MOOC contributes to bridging the gap between the available EO technology and its application to increase food security, it likewise promotes stronger stakeholder connection in EO education.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"11 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":"121137142","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-9788419184405.012
Melina Koukou, Vasilis Vellikis, Ioannis Varvaringos, Konstantinos Koutropoulos, Ioannis Myrsinias, D. Argiropoulos, Andronikos Dourmisis, Orestis Rafail Nerantzis, Ioannis Ioannou, Elli Loukaridou Kizili, Spyros Megalou
In the field of space travel, space communications has always presented a slew of obstacles and hurdles that must be overcome in order to complete a successful mission. Space limits inside a satellite or spaceship, vast distances between satellites and ground stations, and a phenomenon known as "Faraday Rotation" in the ionosphere are only a few of the most typical issues. Satellite antennas must be small, compact, efficient, and circularly polarized as a result of the aforementioned issues. The helix antenna is an excellent answer for all of the requirements. In this work we develop a deployment and pointing mechanism of a helix antenna operated with software defined radio algorithms. The features of helix antennas are exceptional, and they are especially suitable for satellite communication. Three coaxial cylinders, two stepper motors, one pulley, and one thread make up a deployment-pointing mechanism. The mechanism deploys the antenna along its longitudinal axis and turns it horizontally towards the ground station. During the flight, the antenna is deployed and retracted. Under different positioning situations, the GPS, an altimeter, and a compass calculate the gondola's position in order to rotate the antenna towards the Ground Station and close the communication link. The antenna's rotation mechanism is triggered by the integrated attitude determination and control system algorithms in order to correct the pointing and orientation towards the Ground Station. The antenna uses software defined radio algorithms to achieve weight and volume reductions while maintaining high efficiency and reconfigurability. The experiment includes a high-definition camera that provides real-time information on the antenna's orientation and condition. SHADE's flight on the BEXUS 28/29 balloon resulted in effective deployment and transmission, as well as the ability to receive and decode transmitted packets. The rotating mechanism met the pointing requirements, and all of the sensor's data was correctly saved to our system. Throughout the trip, there were no signs of thermal risk
{"title":"SDR Helix Antenna Deployment Experiment (SHADE) on board BEXUS","authors":"Melina Koukou, Vasilis Vellikis, Ioannis Varvaringos, Konstantinos Koutropoulos, Ioannis Myrsinias, D. Argiropoulos, Andronikos Dourmisis, Orestis Rafail Nerantzis, Ioannis Ioannou, Elli Loukaridou Kizili, Spyros Megalou","doi":"10.5821/conference-9788419184405.012","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.012","url":null,"abstract":"In the field of space travel, space communications has always presented a slew of obstacles and hurdles that must be overcome in order to complete a successful mission. Space limits inside a satellite or spaceship, vast distances between satellites and ground stations, and a phenomenon known as \"Faraday Rotation\" in the ionosphere are only a few of the most typical issues. Satellite antennas must be small, compact, efficient, and circularly polarized as a result of the aforementioned issues. The helix antenna is an excellent answer for all of the requirements. In this work we develop a deployment and pointing mechanism of a helix antenna operated with software defined radio algorithms. The features of helix antennas are exceptional, and they are especially suitable for satellite communication. Three coaxial cylinders, two stepper motors, one pulley, and one thread make up a deployment-pointing mechanism. The mechanism deploys the antenna along its longitudinal axis and turns it horizontally towards the ground station. During the flight, the antenna is deployed and retracted. Under different positioning situations, the GPS, an altimeter, and a compass calculate the gondola's position in order to rotate the antenna towards the Ground Station and close the communication link. The antenna's rotation mechanism is triggered by the integrated attitude determination and control system algorithms in order to correct the pointing and orientation towards the Ground Station. The antenna uses software defined radio algorithms to achieve weight and volume reductions while maintaining high efficiency and reconfigurability. The experiment includes a high-definition camera that provides real-time information on the antenna's orientation and condition. SHADE's flight on the BEXUS 28/29 balloon resulted in effective deployment and transmission, as well as the ability to receive and decode transmitted packets. The rotating mechanism met the pointing requirements, and all of the sensor's data was correctly saved to our system. Throughout the trip, there were no signs of thermal risk","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"81 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":"124991459","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-9788419184405.068
L. Bacsardi, Laszlo Csurgai Horvath
The Hungarian space age started in 1946 with the successful Lunar Radar experiment by Zoltán Bay. In the past 75 years, the Hungarian space sector evolved and grew dramatically, achieving international recognition in space communications, material science, picosatellites, dosimetry, and many more domains. However, there was no space engineering related higher education program in the country. After hosting the 2nd Symposium on Space Educational Activities in 2018 in Budapest, there was an emerging need for starting a space program for engineering students. A summer workshop organized by the Hungarian Astronautical Society in 2018 fostered further the process, and the Budapest University of Technology and Economics (BME) officially initialized the establishment of the space engineering master curriculum in 2019. By the end of 2020, the relevant ministry approved the national space engineering master curriculum. This means that every Hungarian university, which has the necessary competences, can start a space engineering program for their students. In early 2021, the BME Faculty of Electrical Engineering and Informatics at BME requested approval for its space engineering master program. In October 2021, the relevant body approved the program, allowing the first class of space engineering students to arrive to the university in September 2022. The Hungarian space engineering master curriculum is a 2-year-long master program for 120 credits (in the European Credit Transfer and Accumulation System, ECTS). The master's program at the Budapest University of Technology and Economics has 26 subjects and a 4-week-long industrial training. We outline the establishment process of the national space engineering curriculum and introduce the curriculum of BME
{"title":"Establishment of the Space Engineering Program in Hungary","authors":"L. Bacsardi, Laszlo Csurgai Horvath","doi":"10.5821/conference-9788419184405.068","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.068","url":null,"abstract":"The Hungarian space age started in 1946 with the successful Lunar Radar experiment by Zoltán Bay. In the past 75 years, the Hungarian space sector evolved and grew dramatically, achieving international recognition in space communications, material science, picosatellites, dosimetry, and many more domains. However, there was no space engineering related higher education program in the country. After hosting the 2nd Symposium on Space Educational Activities in 2018 in Budapest, there was an emerging need for starting a space program for engineering students. A summer workshop organized by the Hungarian Astronautical Society in 2018 fostered further the process, and the Budapest University of Technology and Economics (BME) officially initialized the establishment of the space engineering master curriculum in 2019. By the end of 2020, the relevant ministry approved the national space engineering master curriculum. This means that every Hungarian university, which has the necessary competences, can start a space engineering program for their students. In early 2021, the BME Faculty of Electrical Engineering and Informatics at BME requested approval for its space engineering master program. In October 2021, the relevant body approved the program, allowing the first class of space engineering students to arrive to the university in September 2022. The Hungarian space engineering master curriculum is a 2-year-long master program for 120 credits (in the European Credit Transfer and Accumulation System, ECTS). The master's program at the Budapest University of Technology and Economics has 26 subjects and a 4-week-long industrial training. We outline the establishment process of the national space engineering curriculum and introduce the curriculum of BME","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"2 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":"131231444","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-9788419184405.117
Muhammad Shadab Khan, R. Gordon, Martin Simon, Kristjan Tonismae, D. Kananovich, V. Sinivee, Marko Karm, K. Repän
Student Satellite program at TalTech, Tallinn University of Technology, Tallinn, Estonia was initiated in 2014 with an aim to impart space technology knowledge to the Estonian students as well as assist towards development of new Space Technologies in Estonia. Two 1-Unit CubeSat named Koit and Hämarik that translates respectively as Dawn and Twilight in Estonian are part of the TalTech Satellite Program. The main scientific mission of the CubeSats was to demonstrate Earth observation and Optical Communication technology. Satellites had two types of cameras, an RGB Camera and an NIR Camera to carry out Earth Observation over Estonia. Testing High Speed Optical communication technology from LEO (Low Earth Orbit) was the second major scientific goal and for this purpose the CubeSats had LED (Light Emitting Diode). Koit CubeSat was successfully launched to space on-board Soyuz rocket on July 5, 2019 and Hämarik CubeSat was launched to Space on September 3, 2020 on-board Arianespace Vega Rocket. Koit CubeSat did not contact the Ground station for more than a year since its launch and it was assumed to be lost but on November 21, 2020 it made the first contact with the Ground Station. Hämarik CubeSat was first contacted on November 15, 2020. The team has been successful in updating software of Hämarik and further work is being done on the software with broader functions. Optical communication has not been tested yet because ground station for optical communication has not been developed yet but a good achievement in the path to optical communication was to see the satellites with small hobby telescope and one of the satellite team member was successful to detect the Hämarik CubeSat on 17 August 2021 which was at a distance of about 792 Kilometres. Satellite team is in contact with the Hämarik and has been successful to download a few thumbnails and is working to establish a quick data connection with it and determine its exact position so that the cameras can be focused towards the Earth in order to get the whole images captured by the CubeSat.
{"title":"Development and flight results of TalTech University CubeSat mission","authors":"Muhammad Shadab Khan, R. Gordon, Martin Simon, Kristjan Tonismae, D. Kananovich, V. Sinivee, Marko Karm, K. Repän","doi":"10.5821/conference-9788419184405.117","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.117","url":null,"abstract":"Student Satellite program at TalTech, Tallinn University of Technology, Tallinn, Estonia was initiated in 2014 with an aim to impart space technology knowledge to the Estonian students as well as assist towards development of new Space Technologies in Estonia. Two 1-Unit CubeSat named Koit and Hämarik that translates respectively as Dawn and Twilight in Estonian are part of the TalTech Satellite Program. The main scientific mission of the CubeSats was to demonstrate Earth observation and Optical Communication technology. Satellites had two types of cameras, an RGB Camera and an NIR Camera to carry out Earth Observation over Estonia. Testing High Speed Optical communication technology from LEO (Low Earth Orbit) was the second major scientific goal and for this purpose the CubeSats had LED (Light Emitting Diode). Koit CubeSat was successfully launched to space on-board Soyuz rocket on July 5, 2019 and Hämarik CubeSat was launched to Space on September 3, 2020 on-board Arianespace Vega Rocket. Koit CubeSat did not contact the Ground station for more than a year since its launch and it was assumed to be lost but on November 21, 2020 it made the first contact with the Ground Station. Hämarik CubeSat was first contacted on November 15, 2020. The team has been successful in updating software of Hämarik and further work is being done on the software with broader functions. Optical communication has not been tested yet because ground station for optical communication has not been developed yet but a good achievement in the path to optical communication was to see the satellites with small hobby telescope and one of the satellite team member was successful to detect the Hämarik CubeSat on 17 August 2021 which was at a distance of about 792 Kilometres. Satellite team is in contact with the Hämarik and has been successful to download a few thumbnails and is working to establish a quick data connection with it and determine its exact position so that the cameras can be focused towards the Earth in order to get the whole images captured by the CubeSat.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"184 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":"121882841","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-9788419184405.067
Claudia Guerra, Sam Beckers, Arthur Tavares Quintão, Jakub Zemek
The Fly a Rocket! programme is a hands-on project offered by the European Space Agency’s (ESA’s) Education Office in collaboration with Andøya Space Education and the Norwegian Space Agency (Norsk Romsenter). The programme represents a unique opportunity for entry-level university students from diverse backgrounds to build, test, and launch an actual sounding rocket and obtain otherwise unattainable practical experience. In September 2020, the ESA Education Office announced the third edition of the programme, for which 30 students from the ESA Member States and the Associate Member States were selected. Of these, 24 participated in the launch campaign which took place throughout the second week of October 2021 at the Andøya Space in Northern Norway. The Fly a Rocket! programme comprises an online pre-course with two assignments and a hands-on launch campaign. The pre-course is self-paced and aims to widen the participants’ understanding of basic rocket science topics such as the rocket principle, aerodynamics, and orbital mechanics in preparation for the campaign. During their stay at Andøya Space, the students were assigned to one of three teams, each with different responsibilities: Sensor Experiments, Telemetry and Data Readout, and Payload. As members of the Telemetry and Data Readout team, the authors’ role was to set up the student telemetry station and ensure that accurate data was collected from the sensors on the rocket. In addition, they were an integral part of the countdown procedure, operating two of the three telemetry stations used for the mission. Following the launch, all the teams worked in conjunction to analyse and present the data according to four previously defined scientific cases. This paper will be concerned with the activities carried out throughout Fly a Rocket!’s third cycle, with a particular focus on the work done by the Telemetry and Data Readout team
{"title":"Fly a Rocket! ESA's hands-on programme for undergraduate students","authors":"Claudia Guerra, Sam Beckers, Arthur Tavares Quintão, Jakub Zemek","doi":"10.5821/conference-9788419184405.067","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.067","url":null,"abstract":"The Fly a Rocket! programme is a hands-on project offered by the European Space Agency’s (ESA’s) Education Office in collaboration with Andøya Space Education and the Norwegian Space Agency (Norsk Romsenter). The programme represents a unique opportunity for entry-level university students from diverse backgrounds to build, test, and launch an actual sounding rocket and obtain otherwise unattainable practical experience. In September 2020, the ESA Education Office announced the third edition of the programme, for which 30 students from the ESA Member States and the Associate Member States were selected. Of these, 24 participated in the launch campaign which took place throughout the second week of October 2021 at the Andøya Space in Northern Norway. The Fly a Rocket! programme comprises an online pre-course with two assignments and a hands-on launch campaign. The pre-course is self-paced and aims to widen the participants’ understanding of basic rocket science topics such as the rocket principle, aerodynamics, and orbital mechanics in preparation for the campaign. During their stay at Andøya Space, the students were assigned to one of three teams, each with different responsibilities: Sensor Experiments, Telemetry and Data Readout, and Payload. As members of the Telemetry and Data Readout team, the authors’ role was to set up the student telemetry station and ensure that accurate data was collected from the sensors on the rocket. In addition, they were an integral part of the countdown procedure, operating two of the three telemetry stations used for the mission. Following the launch, all the teams worked in conjunction to analyse and present the data according to four previously defined scientific cases. This paper will be concerned with the activities carried out throughout Fly a Rocket!’s third cycle, with a particular focus on the work done by the Telemetry and Data Readout team","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"4 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":"127933662","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-9788419184405.122
Catho Schoenmaekers, Chloé De Laet, L. Kornilova, D. Glukhikh, S. Moore, H. MacDougall, I. Naumov, Erik Fransén, Leander Wille, S. Jillings, F. Wuyts
The otoliths of the vestibular system are seen as the primary gravitational sensors and are responsible for a compensatory eye torsion called the ocular counter-roll (OCR). The OCR ensures gaze stabilization and is sensitive to a lateral head roll with respect to gravity and the Gravito-Inertial Acceleration (GIA) vector during e.g., centrifugation. This otolith-mediated reflex will make sure you will still be able to maintain gaze stabilization and postural stability when making sharp turns during locomotion. To measure the effect of prolonged spaceflight on the otoliths, we measured the OCR induced by off-axis centrifugation in a group of 27 cosmonauts before and after their 6-month space mission to the International Space Station (ISS). We observed a significant decrease in OCR early post-flight, with first- time flyers being more strongly affected compared to frequent or experienced flyers. Our results strongly suggest that experienced space crew have acquired the ability to adapt faster after G-transitions and should therefore be sent for more challenging space missions, e.g., Moon or Mars, because they are noticeably less affected by microgravity regarding their vestibular system.
{"title":"The effect of spaceflight on the otolith-mediated ocular counter-roll","authors":"Catho Schoenmaekers, Chloé De Laet, L. Kornilova, D. Glukhikh, S. Moore, H. MacDougall, I. Naumov, Erik Fransén, Leander Wille, S. Jillings, F. Wuyts","doi":"10.5821/conference-9788419184405.122","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.122","url":null,"abstract":"The otoliths of the vestibular system are seen as the primary gravitational sensors and are responsible for a compensatory eye torsion called the ocular counter-roll (OCR). The OCR ensures gaze stabilization and is sensitive to a lateral head roll with respect to gravity and the Gravito-Inertial Acceleration (GIA) vector during e.g., centrifugation. This otolith-mediated reflex will make sure you will still be able to maintain gaze stabilization and postural stability when making sharp turns during locomotion. To measure the effect of prolonged spaceflight on the otoliths, we measured the OCR induced by off-axis centrifugation in a group of 27 cosmonauts before and after their 6-month space mission to the International Space Station (ISS). We observed a significant decrease in OCR early post-flight, with first- time flyers being more strongly affected compared to frequent or experienced flyers. Our results strongly suggest that experienced space crew have acquired the ability to adapt faster after G-transitions and should therefore be sent for more challenging space missions, e.g., Moon or Mars, because they are noticeably less affected by microgravity regarding their vestibular system.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"22 6S 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":"133198152","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-9788419184405.139
Daniel Sors Raurell, Laura González Llamazares, Sergio Tabasco Vargas, Lucille Baudet
The Global Satellite Tracking Initiative aims to support international students and young professionals to set up ground stations to download real-time data and images from satellites orbiting above their regions. The objective is to empower and build capabilities among space enthusiasts around the world and to promote the space sector through hands-on activities and real space technologies related to satellite communications. The Space Generation Advisory Council, together with SatNOGS as an integral part of the Libre Space Foundation, have been supporting the initiative to enhance the development of a global open source network of satellite ground stations. The initiative will be providing all the resources, hardware, and know-how that is needed to set up ground stations. A competition was launched by the end of 2021 to select teams of space enthusiasts and supply them with a kit and step-by-step instructions on how to build their own ground stations. By setting up ground stations in backyards, local universities, or maker clubs, teams are not only self-learning about telecommunications and satellite technologies, but they are creating a meaningful impact in their local communities by bringing the broad society closer to science, technology, engineering, mathematics and, in particular, space. The initiative also intends to support space missions while engaging local communities from different regions around the world in the space sector through appealing imagery and tools. After closing the Call for Applications in this pilot initiative, 10 winning teams were selected upon receiving almost 200 applications from more than 60 countries. The selected winners are based in the following emerging space faring nations: Benin, Bolivia, Egypt, Ethiopia, Nepal, Peru, Philippines, Rwanda, Vietnam, and Zimbabwe. They are being supplied with a basic Ground Station Kit and instructions on how to receive live images and data from different space missions, starting with the following frequency bands: - 137 megahertz: To receive images from National Oceanic & Atmospheric Administration satellites. - 144-146 megahertz: To receive images and data from the International Space Station. - 440 megahertz: To receive data from numerous scientific and educational small satellites. Those teams that manage to set up the basic ground station kits and conduct some outreach and educational activities will receive a more advanced system. This paper captures the process to be followed by the selected teams, from the unboxing of the hardware to the reception and processing of data from operational space missions.
{"title":"SGAC global satellite tracking initiative","authors":"Daniel Sors Raurell, Laura González Llamazares, Sergio Tabasco Vargas, Lucille Baudet","doi":"10.5821/conference-9788419184405.139","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.139","url":null,"abstract":"The Global Satellite Tracking Initiative aims to support international students and young professionals to set up ground stations to download real-time data and images from satellites orbiting above their regions. The objective is to empower and build capabilities among space enthusiasts around the world and to promote the space sector through hands-on activities and real space technologies related to satellite communications. The Space Generation Advisory Council, together with SatNOGS as an integral part of the Libre Space Foundation, have been supporting the initiative to enhance the development of a global open source network of satellite ground stations. The initiative will be providing all the resources, hardware, and know-how that is needed to set up ground stations. A competition was launched by the end of 2021 to select teams of space enthusiasts and supply them with a kit and step-by-step instructions on how to build their own ground stations. By setting up ground stations in backyards, local universities, or maker clubs, teams are not only self-learning about telecommunications and satellite technologies, but they are creating a meaningful impact in their local communities by bringing the broad society closer to science, technology, engineering, mathematics and, in particular, space. The initiative also intends to support space missions while engaging local communities from different regions around the world in the space sector through appealing imagery and tools. After closing the Call for Applications in this pilot initiative, 10 winning teams were selected upon receiving almost 200 applications from more than 60 countries. The selected winners are based in the following emerging space faring nations: Benin, Bolivia, Egypt, Ethiopia, Nepal, Peru, Philippines, Rwanda, Vietnam, and Zimbabwe. They are being supplied with a basic Ground Station Kit and instructions on how to receive live images and data from different space missions, starting with the following frequency bands: - 137 megahertz: To receive images from National Oceanic & Atmospheric Administration satellites. - 144-146 megahertz: To receive images and data from the International Space Station. - 440 megahertz: To receive data from numerous scientific and educational small satellites. Those teams that manage to set up the basic ground station kits and conduct some outreach and educational activities will receive a more advanced system. This paper captures the process to be followed by the selected teams, from the unboxing of the hardware to the reception and processing of data from operational space missions.","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"102 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":"134482493","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-9788419184405.052
M. Doyle, D. Murphy, Jack Reilly, Joseph W. Thompson, Sarah Walsh, Sai Krishna Reddy Akarapu, Rachel Dunwoody, J. Erkal, Gabriel Finneran, Joe Mangan, Fergal Marshall, L. Salmon, Eoghan Somers, L. Franchi, Lily Ha, D. Palma, A. Ulyanov, Antonio Martin Carrillo, S. McBreen, David J. McKeown, William J. O'Connor, R. Wall, L. Hanlon
The Educational Irish Research Satellite, EIRSAT-1, is a 2U CubeSat being implemented by a student-led team at University College Dublin, as part of the 2nd round of the European Space Agency’s Fly Your Satellite! programme. In development since 2017, the mission has several scientific, technological and outreach goals. It will fly an in-house developed antenna deployment module, along with three custom payloads, which are integrated with commercial off-the-shelf subsystems. In preparation for the flight model, a full-system engineering qualification model of the spacecraft has undergone an extensive period of test campaigns, including full functional tests, a mission test, and environmental testing at the European Space Agency’s CubeSat Support Facility in Redu, Belgium. Beyond the technical, educational, and capacity-building goals of the mission, EIRSAT-1 aims to inspire wider study of STEM subjects, while highlighting the importance of multidisciplinary teams and creating greater awareness of space in everyday life. A wide range of outreach activities are being undertaken to realise these aims. This paper provides a status update on key aspects of the EIRSAT-1 project and the next steps towards launch
{"title":"Update on the status of the Educational Irish Research Satellite (EIRSAT-1)","authors":"M. Doyle, D. Murphy, Jack Reilly, Joseph W. Thompson, Sarah Walsh, Sai Krishna Reddy Akarapu, Rachel Dunwoody, J. Erkal, Gabriel Finneran, Joe Mangan, Fergal Marshall, L. Salmon, Eoghan Somers, L. Franchi, Lily Ha, D. Palma, A. Ulyanov, Antonio Martin Carrillo, S. McBreen, David J. McKeown, William J. O'Connor, R. Wall, L. Hanlon","doi":"10.5821/conference-9788419184405.052","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.052","url":null,"abstract":"The Educational Irish Research Satellite, EIRSAT-1, is a 2U CubeSat being implemented by a student-led team at University College Dublin, as part of the 2nd round of the European Space Agency’s Fly Your Satellite! programme. In development since 2017, the mission has several scientific, technological and outreach goals. It will fly an in-house developed antenna deployment module, along with three custom payloads, which are integrated with commercial off-the-shelf subsystems. In preparation for the flight model, a full-system engineering qualification model of the spacecraft has undergone an extensive period of test campaigns, including full functional tests, a mission test, and environmental testing at the European Space Agency’s CubeSat Support Facility in Redu, Belgium. Beyond the technical, educational, and capacity-building goals of the mission, EIRSAT-1 aims to inspire wider study of STEM subjects, while highlighting the importance of multidisciplinary teams and creating greater awareness of space in everyday life. A wide range of outreach activities are being undertaken to realise these aims. This paper provides a status update on key aspects of the EIRSAT-1 project and the next steps towards launch","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"21 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":"124775199","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-9788419184405.031
Marcel Stefko, Liang Shiyi, Manuel Luck, I. Hajnsek
SAR² is a prototype educational simulation software for the Microsoft Hololens, developed by students as part of a geoinformatics course. The aim of this software is to provide a tool to introduce and explain the concept of synthetic aperture radar (SAR) to students, as well as the general public, by visualizing and interactively exploring the process of a SAR acquisition in a 3D virtual environment. A distinctive feature of SAR² is that the SAR acquisition procedure is simulated in real time within a Unity Engine environment, using a set of algorithms which replicate the real-life SAR processing algorithms. While this provides a challenge due to the limited computational power available on the Microsoft HoloLens 1 device, it allows maximal freedom to the user in setting whatever configuration they would like to see. This would not have been possible if an approach using a pre-selected set of scenarios was chosen. The augmented-reality (AR) app works in 3 phases: - In the first step, the user is shown a terrain model, and a satellite model inspired by the TerraSAR-X. The user can adjust selected parameters of the acquisition by manipulating the satellite and model using intuitive AR controls (e.g. by physically grabbing and rotating the objects with their hands). - After configuring the parameters, the user launches the acquisition and observes it in real time. The satellite model flies over the terrain, and the "flow" of the data into the storage is immediately visualized. - After the acquisition is finished, the user can explore the focusing procedures that need to be applied to the data - namely the range and azimuth compression. Different geometrical effects (shadowing, layover) can also be explored at this stage. The SAR² app used in concert with conventional educational approaches can reinforce the learned material, clarify misconceptions, and provide intuition for the complicated concepts of synthetic aperture radar
{"title":"SAR² - An augmented-reality App for exploration of principles of synthetic aperture radar","authors":"Marcel Stefko, Liang Shiyi, Manuel Luck, I. Hajnsek","doi":"10.5821/conference-9788419184405.031","DOIUrl":"https://doi.org/10.5821/conference-9788419184405.031","url":null,"abstract":"SAR² is a prototype educational simulation software for the Microsoft Hololens, developed by students as part of a geoinformatics course. The aim of this software is to provide a tool to introduce and explain the concept of synthetic aperture radar (SAR) to students, as well as the general public, by visualizing and interactively exploring the process of a SAR acquisition in a 3D virtual environment. A distinctive feature of SAR² is that the SAR acquisition procedure is simulated in real time within a Unity Engine environment, using a set of algorithms which replicate the real-life SAR processing algorithms. While this provides a challenge due to the limited computational power available on the Microsoft HoloLens 1 device, it allows maximal freedom to the user in setting whatever configuration they would like to see. This would not have been possible if an approach using a pre-selected set of scenarios was chosen. The augmented-reality (AR) app works in 3 phases: - In the first step, the user is shown a terrain model, and a satellite model inspired by the TerraSAR-X. The user can adjust selected parameters of the acquisition by manipulating the satellite and model using intuitive AR controls (e.g. by physically grabbing and rotating the objects with their hands). - After configuring the parameters, the user launches the acquisition and observes it in real time. The satellite model flies over the terrain, and the \"flow\" of the data into the storage is immediately visualized. - After the acquisition is finished, the user can explore the focusing procedures that need to be applied to the data - namely the range and azimuth compression. Different geometrical effects (shadowing, layover) can also be explored at this stage. The SAR² app used in concert with conventional educational approaches can reinforce the learned material, clarify misconceptions, and provide intuition for the complicated concepts of synthetic aperture radar","PeriodicalId":340665,"journal":{"name":"4th Symposium on Space Educational Activities","volume":"45 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":"114596239","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}
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