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INTRODUCTION
We are entering the second Golden Age of Space Exploration, a time when advances
in technology and engineering are providing new means to discover the universe
around us, and in particular the planet we live and depend on. Recent accomplishments
such as the Mars Pathfinder project or the Galileo probe of the Jupiter
system highlight the exciting engineering and science we are to experience
here at the turn of the millenium. In the very near future, beginning this
year, the first modules of an International Space Station will be launched,
establishing a permanent presence in space. Canadians will be major players
in this huge undertaking, providing the expertise in robotic devices that
will build the station over the next decade and beyond. Canadian astronaut
Chris Hadfield for example, will be performing the first Canadian space
walk to attach the Mobile Servicing Platform in July 1999.
This significant and international effort not only portends a bright
future for Canadian engineers, scientists and technologists, but also
provides a spark to light the fire of student imagination. Not since the
days of the Apollo moon missions has the exploration of space provided
such a platform to educate students on the potential for career opportunities
in science and engineering. It is for this reason that we initiated the
following project for high school level students... the Canadian Student
Space Station Simulator... the CS4 Initiative.
Our CS4 project was initiated in September 1997 to simulate the goals
and aims of the International Space Station, one of the largest engineering
projects developed by humankind. While originally designed to last several
years, the project was terminated September 1999 due to my leaving the
school. (We are currently looking for other schools to take up the challenge!)
Three phases of the project were completed between September 1997 and
September 1999. CS4 featured living quarters designed for 4 student astronauts,
telerobotics, weather satellite capture, live Internet video feeds, and
a virtual reality space station called IS3:VR, (International Student
Space Station: VR). The CS4 project was a complete success, generating
much enthusiasm from students, parents, community and staff. The CS4 team
conducted 2 successful missions, November 6-7 1998, for our spot on the
Discovery Channel and June 6-7 1999, in honour of Julie Payette, Canadian
astronaut who visited the ISS. Planning had begun for the Second Generation
CS4 Habitat, a two level structure, which has since been shelved, waiting
for interested teachers to take on the challenge. Many thanks for all
the students and teachers who made it all possible. It is my sincere hope
that we can carry on and extend this wonderful project to other schools.
Check out the following links for more information, and contact me
on how you may join the great adventure.
THE PROJECT
Students will design and build a full scale mockup of a habitat for the International Space Station. This project will span several design classes to provide a concrete goal in which to apply the principles of design and technology in solving engineering problems. The first mockup will be built in our Design Technology Lab, and will be inhabited by a student team, and controlled by a remote Mission Control team, over a period of several days. This project will feature such technologies as Internet video conferencing, telerobotics and remote control, weather data collection and analysis, computer based electronics, and architectural and industrial design.
Allied with CS4 is our Virtual Space Station Project, called IS3:VR, The International Student Space Station: Virtual Reality, in which students will be designing a habitat using Virtual Reality Modeling Language (VRML) and Java for display on an Internet site. This site will feature invited modules from other schools across Canada and the world, as we develop and build a virtual International Space Station. It is our hope that this virtual station will become a place for crews from different schools to meet, chat and work together as in the real station.
Beam Me Up Scotty!
THE RATIONALE
The CS4 Initiative provides a platform for the integration of many aspects of technology. As is noted in major events such as the Canadian National Marsville project, the use of a thematic approach in teaching is an effective tool in educating students about using technology. There are several good reasons why such a venture would be an important step in technological education:
IT REPRESENTS THE BEST OF SUBJECT INTEGRATION
This project features (albeit requires), the full subject integration of math, science, and technology. Students will be expected to draw from knowledge of all areas that encompass engineering in order to complete this mission. The application of principles of mathematical calculations, design, geometric drafting, costing, business plan development, are only a few examples of the initial design phase alone. Business (business plans, partnerships, etc.), the arts (graphic design, photo and video recording, etc.), languages (technical writing, reporting, journalism, etc.), physical education and family studies (health, exercise, nutrition) are examples of other subject areas that are featured in this project.
EXAMPLE INTEGRATED PROBLEMS TO SOLVE FOR THE HABITAT
* food processing/eating
* safety
* energy use and monitoring
* data collection and analysis
* communications
* waste disposal
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* air circulation
* biomedical issues
* social issues
* sleeping
* robotic controls
* microgravity simulation
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Beam Me Up Scotty!
IT FULFILLS BROAD BASED TECHNOLOGY LEARNING OUTCOMES
Technological Studies is defined in the Ontario Ministry of Education's Broad Based Technology (BBT) document (1995). It outlines ten concepts to be addressed in technology education:
- Structure
- Material
- Fabrication
- Mechanism
- Power and energy
- Controls
- Systems
- Function
- Aesthetics
- Ergonomics
This project features a full application of the acquisition of skills and knowledge of these areas of technology. CS4 provides a focus for the three major areas of technology study: physical products, human processes and environmental systems, as outlined in the BBT document. The application of the design or problem solving process is the prime generator of all phases within this project. It represents the integration of all areas of technological studies such as electronics, design, communications, construction, manufacturing, transportation, and personal services; such as one would find in any engineering project of this magnitude. Schools can participate in this project from several directions, depending on their strengths and resources.
EXAMPLE TECHNOLOGIES REQUIRED
* technological design
* VR programming
* construction
* ergonomics
* environmental design
* environmental engineering
* technical writing
* business writing
* manufacturing
* systems design
* systems engineering
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* applied physics
* Internet research
* space research
* safety factor engineering
* advertising
* graphic design
* video broadcasting
* telecommunications
* computer applications
* project management
* human resources management
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THE CANADIAN CONNECTION
Canada will be playing a big role in the development of the International Space Station. It is important for students in this country to see the career opportunities that exist or that will exist. Canada's reputation for leading technological developments in such areas as telecommunications, robotics, aerospace, and biotechnology will be addressed by this project.
THE COMMUNITY AND INDUSTRY CONNECTION
The Canadian Space Agency, Communications Research Canada, various local high tech industries and federal and provincial government agencies are all organizations that will be invited to participate in the development of this project. Besides assisting with resources and technical help, partnerships with these agencies will benefit the student by illustrating the career opportunities available to them. The visibility of the project will also lend itself to local publicity and community interest, of great benefit to the school and our students.
IT IS UNIQUE AND TIMELY
While school based space shuttle simulations have occured quite regularily, space station habitats have not. This gives us a window of opportunity to create and pioneer a noteworthy project that will in turn provide the opportunity for students to play a leadership role in developing the frontier. It is hoped that CS4 will also provide the ground work for a number of space science related projects that will follow or anticipate a number of exciting missions forthcoming such as:
- Mars Pathfinder, spectacular results from the first Mars landing since the 1970's
- Mars Observer, now orbiting Mars, mapping future landing sites
- Mars Polar Lander and Orbiter, (launch late 1998), the next of a decade long series
- Galileo, a wealth of knowledge returned from Jupiter in the past few years
- Cassini, $2.6B mission launched October 1997 to Saturn
- Lunar Prospector, now orbiting the moon
- NEAR, soon to rendezvous with Eros (asteroid), 1999
- Stardust, a comet sample return mission being readied for launch
- Hubble Space Telescope, changing our view of the universe every day
- Discovery missions to Earth, the Sun, revising our view of the home world
IT IS FOR THE FUTURE
The opportunities for students in the fields of engineering and aerospace is quite extensive and will be growing in the coming decades. The project management, team work, technical writing and engineering skills developed by all students will benefit them in whatever career paths they wish to pursue. The lack of skilled and trained people for the high tech industry is well documented. CS4 will provide the student with a unique and much needed exposure on how high tech industries operate. Besides being an excellent training module for senior students, it will also provide a station for our Grade 7/8 Mars project participants. There is also several year's worth of projects that can incorporate the habitat that will be built for CS4.
THE "SIGNIFICANT PROJECT" STRATEGY
In previous years, we have found that the establishing a "thematic' approach as opposed to a modular approach has resulted in an increase in student interest and has raised the quality and quantity of work produced. At St. Peter, we have developed several themes to provide the student with clear goals and expectations. In our experience, the thematic approach lends itself to the ideals of broad based technology as outlined by the Ministry of Education. A prime example of the success of this approach was our Grade 7/8 Marsville project, in which students design and engineer such elements as food supply or transportation systems for a fictional Martian habitat. The students involved expressed their excitement at working on such a project and their new found interest in science and technology. The CS4 project has already generated excitement and is sure to result in more students willing to pursue careers in science, technology and engineering.
IT ADDRESSES THE LACK OF SENIOR PROJECTS
This project should help address the lack of far reaching and significant projects for senior students. It seems that many projects such as Marsville and NASA's Passport to Knowledge series are for the most part designed for elementary or middle school students. Senior grade students, being prepared for their future careers, should have the opportunity to become involved in large scale projects such as CS4.
IT IS BEYOND THE ORDINARY
We have a motto at St. Peter Design and Technology that says "Go Beyond the Ordinary!" The CS4 project stretches the envelope, pushes staff and students to reach beyond the ordinary, to try the impossible, to push themselves to seek higher goals. There is nothing more rewarding in education than doing just that.
THE CONCLUSION
CS4 will be fun, exciting, impossible, frustrating, rewarding and challenging, much like real life. Part of the challenge will be to effect this project with limited resources, but this is one of the aspects that makes CS4 an excellent vehicle for technological education. It is expected that students that participate in this project will come away with insight into how business and industry operates, how dreams are accomplished, what the future holds for them.
It is also expected that this project will form a foundation for future projects within design and technology, and that the lessons learned here will be applicable to all project oriented courses, helping us to design effective technological curriculum.
© Michael A. Scott September 1997 (Revised Oct. 1998)
Any questions or comments? E-mail me: mascott@igs.net. Comments are always appreciated.
Beam Me Up Scotty!
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