Arizona State University’s CanSat Program

Arizona State University’s CanSat Program Helen L Reed Director: ASUSat Lab, AZeroG, and Moon Devil Team Associate Director: Arizona State University / NASA Space Grant Program Professor: Mechanical and Aerospace Engineering Arizona State University, ERC 342, Box 87-6106, Tempe, Arizona 85287-6106 USA (480) 965 2823, FAX: (480) 965 1384, E-mail: helen.reed@asu.edu http://nasa.asu.edu/ http://nasa.asu.edu/NASA/reed1.htm A Overview This project was suggested by Professor Robert Twiggs of Stanford at the 1998 University Space Systems Symposium, JUSTSAP, in Hawaii ASU students are building soda-can-sized “spacecraft” each weighing about one pound apiece (http://ssdl.stanford.edu/cansat/) Under the pilot effort in Summer 1999, we successfully launched our first set of CanSats from Blackrock, Nevada on September 11, 1999 from an amateur rocket to 11,803 ft (above ground level) With industry providing the requirements, the students successfully received telemetry from these “spacecraft” at their portable ground station The “satellites” were aloft for 20 minutes This activity was so successful for all involved that it has developed into a technical-elective course in Mechanical & Aerospace Engineering “Preliminary Mission Analysis and Spacecraft Design” which can be offered every semester This course takes each student through the complete system development process in one semester The students aim toward enabling these small systems to be as capable as possible and launching these “satellites” by amateur rocket In particular, the team works closely with the Arizona High Power Rocketry Association One problem inherent with big projects such as ASUSat1 and Three Corner Sat (3Sat) is the length of time from concept through launch and operations In the case of ASUSat1, this was 6.5 years and in the case of 3Sat, it is looking like at least years The biggest difficulty with student projects is the high turnover rate of students on the team People leave at the end of a semester because they graduate, the class is over (if they are working on the project for class credit), or they secure other internship opportunities with industry Moreover, inexperienced students join the team at different phases and cannot fully appreciate why the project is where it is IMPORTANT NOTE: The beauty of a project such as CanSat that can be completed within a semester is that a group of students start and end a project together and they experience ALL design phases The team has concluded that this is a preferred mode both to maximize the undergraduate experience and most effectively use the limited resources usually available for student projects In the future, ASUSat Lab will likely focus on shorter-term projects such as CanSat and Bob Twiggs’s CubeSat B How to Build Students from all backgrounds and experience levels are encouraged to participate In particular, it is desirable to have some knowledgeable electrical engineers, computer scientists, and mechanical/aerospace engineers working together A good number of students per CanSat is So if there are 12 people, build CanSats However, there should be crosstalk, sharing of ideas, and use of common parts wherever possible The instructor and industry mentors play “customer” and provide a set of requirements and deliverables (see sample Product Definition Requirements - PDR, Appendix 1), and a budget not to exceed $1000 per CanSat The students play “seller” and organize themselves into the various roles and responsibilities, set up meeting schedules and timelines, prepare and maintain documentation, meet deadlines, and are free to select the experiments It is the responsibility of the students to interpret the PDR, ask for any deviations, and deliver by the end of the semester The final grade is based on their performance For example, the Spring 2000 class developed three CanSats with a common architecture for structures, electrical, and software Also employed in the design were considerations and allowances for future expansion Future CanSats can build upon and use all material produced for this system The system consisted of:  Common structure - A similar all-aluminum structure with a soda-can sleeve was used  Common electronics - All of the electronics boards for the CanSats were the same with differing components populated on the boards The boards were student designed and sent out to be manufactured The same power source of a 9V battery and a UHF transceiver were standard on each “satellite”  Common software - A common software architecture and packaging scheme were developed for the project Each can sent its data using identifiers in the data and a variable-length data package was used  Can1 - DATSat (Dual-Axis Tracking system) - Included two two-axis accelerometers and an electronic compass used to provide a real-time ground track of the can while in the air  Can2 - EyeCan - Included a temperature sensor, a light sensor, and a black and white analog camera that transmitted cable channel 59, an amateur television frequency  Can3 - Can o’ SPaM - Included a GPS unit which transmitted latitude, longitude, UTC time, altitude  Ground station & black box - Consisted of a laptop computer installed with LabView software to run the ground station, a UHF transceiver for communication, and a black box to control the radio and encode and transmit the commands on the uplink and decode and receive the data from the “satellites” Figure Mr Nathan Cahill with “DATSat” The mission goals of the project were:    Launch satellites using amateur rockets Recover satellites using portable tracking equipment Successfully develop, launch, operate and recover three (3) nano-satellites    Provide results, lessons learned, and reusable hardware for future missions Operate the satellites using a ground station to collect data according to customer requirements Develop a CanSat system using course, campus and industry resources and learn the space system development process This project was considered a mission success because it satisfied every one of the mission goals to some extent       Launch satellites using amateur rockets – One satellite was launched from Flagstaff, AZ on May 5, 2000 The other two satellites were launched from the Blackrock Desert, NV on July 28-29, 2000 Recover satellites using portable tracking equipment – This was accomplished by downloading data from the CanSats and using that data to find the CanSats On one can, a GPS receiver was used and that data was used to recover that can Successfully develop, launch, operate and recover three (3) nano-satellites – Two of the three satellites were successfully operated from the ground station and recovered, the third was lost Provide results, lessons learned, and reusable hardware for future missions – All of the work produced from CanSat2 will be available for use as templates and examples for future projects Operate the satellites using a ground station to collect data according to customer requirements – The ground station was setup and successfully communicated with two of the CanSats Develop a CanSat system using course, campus and industry resources and learn the space system development process – Future projects, including the current CanSat class will build upon and refine the CanSatX system The students are encouraged to design and manufacture as much as they can To this end, tutorials in  LabView  Solid Works or I-Deas  Orcad  Electro-Static Discharge (a BIGGIE!)  Web Page Development  Software Development  SPICE  Machine Shop Certification  Soldering Certification are some of the first activities The students work in the same ASUSat Lab as the students building ASUSat1 and Three Corner Sat Over the years, the program has attained various resources, along with many dedicated industry partners ASUSat Lab resources developed include  high-end workstations capable of detailed finite-element models and complex solid modeling  software packages for printed circuit board design, solid modeling, finite-element analysis  class 10,000 clean room  fully functional ground station with high-power transmit and receive capabilities on amateur frequencies  knowledgeable team of engineering students with satellite design experience Most universities, including ASU, can not provide the full range of resources needed for project success, so industry has helped fill the voids in many areas Industry is one of the main supporters of the program through, not only through their generous monetary and component donations, but also through their provision of many needed tools Some examples of tools accessible by the ASUSat team include  environmental testing facilities  autoclave usage  precision machining of composites and other exotic materials  rigid and flex PCB and cable harness manufacturing and advisement  professionals available for general advisement in all areas (e.g Lockheed Martin, Boeing, Honeywell, SpectrumAstro, Orbital Sciences, Dynamic Labs)  electrical tools such as spectrum analyzers and logic analyzers My past nine-plus years mentoring student projects and sixteen-plus years as a professor at ASU suggest the following lessons learned from the instructor’s standpoint:  Students thrive in an environment created around a real-world program in which results are transformed into hardware and then launched or tested  Set high standards and live by them Promote ethics  Encourage students to take initiative and make decisions Give students as much responsibility as is feasible  Encourage students to explore different areas of the project They should not be confined to work on a problem that directly correlates with their major, they should be able to explore and grow by learning other subsystems  Involve as many students as possible in industry-related activities, such as tours, teleconferences, and technical reviews and exchanges  Spend the extra time teaching a student how to properly a task It seems faster as a manager to it yourself, but if you teach the student properly then he/she can continually perform the task and pass the skill along  Create and continuously improve a friendly and useful documentation system that makes it as easy as possible on the various team members, and document everything For CanSat, an electronic Blackboard proves to be a very valuable and friendly tool  Provide access to state-of-the-art tools  Interact frequently, patiently, and respectfully with students Listen to their opinions Mentors should include faculty, industry, graduate students, and undergraduate peers  Involve students in outreach to local K-12 schools and community and professional organizations  Promote diversity C How to Use It (including launch methods) One pleasant surprise realized over the years in working with student projects is that there are many people in the community who want to contribute to and enjoy participating in the experiences of students It is a matter of getting the word out about the program and identifying those organizations interested in helping out The ASU CanSat team has especially enjoyed its relationships with the Arizona High Power Rocketry Association (AHPRA), Skydive Phoenix, and AMSAT locally, and ARLISS and AeroPac through the efforts of Bob Twiggs With AHPRA, the students can launch up to CanSats at a time on an amateur rocket to 12,000 feet above sea level in West Phoenix, and up to 40,000 feet above sea level in Flagstaff, Arizona A typical trajectory is shown in the following figure Figure Typical trajectory for CanSat launch by amateur rocket The CanSats are deployed at apogee and parachute back to Earth Descent time is approximately 20 minutes which is about the same amount of time that one has to communicate with a real satellite passing directly overhead Students interact with an actual launch provider and the launch and deployment are violent events that the CanSat must survive In real situations, satellites most often fail because of launch and deployment events – shock and vibration AHPRA holds a launch event the last Saturday of each month, so there is ample opportunity for testing mock CanSats prior to the “final exam” The amateur rocketeers are excited to launch payloads Typically, the CanSat team must build a CanSat carrier to fit within the rocket, buy the motors, and buy the parachutes Another avenue for testing has been through a local skydiving group Skydive Phoenix They have offered to toss CanSats out of aircraft at about 1000 feet To communicate with the CanSats during descent, the students build a portable ground station (laptop) and antenna Students obtain Ham licenses through AMSAT for communication Opportunities are readily available around town to obtain a technician-class license Every summer, Bob Twiggs arranges an event with ARLISS and AeroPac in Blackrock, Nevada for students from the US and Japan to gather to launch CanSats to 12,000 feet above ground level This is a terrific opportunity for students to meet their counterparts, share ideas, see a variety of experimental rocket systems, and show school spirit D How to Use It in the Classroom Spring 2000 saw the first offering of the course “Preliminary Mission Analysis and Spacecraft Design”, aka “CanSat class” The three-credit course includes the building of soda-can-sized “satellites” with the intent to launch these at the end of the semester on amateur rockets See the sample Course Description in Appendix Participating in a real space program promotes experience in systems engineering, multidisciplinary teamwork, communication and documentation skills, time and resource management, and industry interaction For example, for the first offering, Mr Scott Askins, Ms Sheila Gover, and Ms Kate Nelson from Motorola; Mr Rich Van Riper, Mr Ron Hundley, and Mr Brandon Williams from Honeywell; Mr Rusty Sailors from Lockheed Martin; and Dr Helen Reed from ASU MAE were mentors Industry people provide templates for the various documents required and information on the format and content required for the various reviews The class meets twice a week and it is ideal if the industry people meet with and give the various lectures to the students The students organize themselves into a team, determine roles and responsibilities, and determine how to meet the PDR (Appendix 1) The document in Appendix is a sample of how the students can organize to build and launch CanSats They trade studies; research various parts and make contact with vendors; maintain contact with the launch provider; prepare and submit paperwork for approval; prepare for the various reviews required; design, build, and test their CanSats; and launch them To begin with, the instructors assist the students in learning the tools of the trade, e.g  Configuration Management  LabView  Solid Works or I-Deas  Orcad  Electro-Static Discharge (a BIGGIE!)  Web Page Development  Software Development  SPICE  Machine Shop Certification  Soldering Certification Homework assignments can be prepared to encourage the students to become familiar with these topics See, for example, in Appendix 4, a sample assignment to a tutorial on Solid Works The course can be organized as follows, although this is by no means set in stone and should be continuously improved based on student feedback Class (Helen) Intro to Class Intro to mentors Access to Lab Performance Rating Form Statement of Work Astrodynamics & Space  Solar System  Trajectories and Orbits  Space Environments  History of Space Class (James, Rob, Larry, et al.) Former CanSat'eers discuss the previous semester's results, lessons learned, show where to find previous info on server, document templates, discuss tips on getting going, get them access to server, emphasize importance of documentation and timelines These students provide IMPORTANT mentorship for the current group – students tend to listen to other students! Class through ? (Helen) Spacecraft Research & Design  Mission/Subject  Spacecraft Analysis & Design  Launch Vehicle  Orbit  Ground System  Communications Architecture  Mission Operations SolidWorks homework Discuss machine shop/Ham radio license/ESD Class through 30 (Helen and various) System Development Process  Phase I: Definitions & Requirements  Phase II: System Design  Phase III: Preliminary/Prototype Design  Phase IV: Production Design  Phase V: Production Fab & Qual  Phase VI: System I & T  Phase VII: Launch  Phase VIII: Operations  Phase IX: Disposal and Report Out Class 12 (Helen) Midterm evaluations Class 31 (Helen - Dec 12 4:40 through 6:30 pm)  Lessons Learned  Final evaluations  Teaching Evaluations To make this project as “real to industry” as possible, the following is the grading philosophy: Grading Philosophy (Points are out of 4): 15% Midterm Individual Performance Evaluation (class 12) – Team & Instructors Composite (50/50) of peer and instructor evaluation by Performance Rating Form Evaluation will be based on the deliverables expected up until week 8, attendance, meeting milestones, and teamwork Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” 15% Midterm Team Performance Evaluation (class 12) –Instructors Evaluation will be based on the deliverables expected up until week All students will be given the same grade as determined by the instructors Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” 25% Final Individual Performance Evaluation (class 31) – Team & Instructors Composite (50/50) of peer and instructor evaluation by Performance Rating Form Evaluation will be based on the deliverables expected up until week 15, attendance, meeting milestones, and teamwork Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” 25% Final Team Performance Evaluation (class 31) –Instructors Evaluation will be based on the deliverables expected up until week 15 All students will be given the same grade as determined by the instructors Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” 20% Individual Accomplishment Individual students will be evaluated by instructor Evaluation will be based on assignments and meeting deadlines Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” Industry provides a Performance Rating Form for the students to peer evaluation This review is done twice: mid-semester and at the end A sample form is provided in Appendix Appendix PRODUCT DEFINITION REQUIREMENTS For CANSAT Prepared by: Helen Reed APPROVED BY: System, CANSAT Electrical, CANSAT Mechanical, CANSAT Software, CANSAT Customer, CANSAT Total No Pages: No of Last Page: DOCUMENT ID: PDR Product Definition Requirements REVISION HISTORY Date 8/22/00 REV - Brief Description of Change Initial Release x PDR Rev. ­ Requirements Mission Subject 1.1 Mission Payload Experiment to be determined by the Seller 1.2 Buyer must approve Mission 1.3 Number of Missions/Satellites to be determined by the Seller 1.4 Mission(s) must be completed on schedule and within Budget 1.5 Satellites supplied by Seller 1.6 Soda Can Form1 1.7 Weight: Each CanSat weighs no more than One Coke Can Filled With Coke 1.8 Engineering Development Unit, Demo, or Brass Board 1.9 Data Acquisition: see Communications 1.10 Seller: Responsible for rocket/motor selection 1.11 Supplier: Arizona High Power Rocketry Association (AHPRA) 1.12 Satellite per Launch Vehicle 1.13 Seller is responsible for the design and fabrication of the booster adapter for the Satellite Design Launch System December launch 1.14 Launch Date: December 2000 1.15 Descent by Parachute 1.16 Loft Time: 12 minutes minimum 1.17 Amateur Frequencies (Requires Ham Radio License) 1.18 Telemetry: parameters minimum per satellite 1.19 Latency: Received Data in readable format on the Ground Station Screen within 10 Orbit Communications seconds of Ground Station command From Bob Twiggs: For Blackrock in July, a CanSat can not weigh more than a full can of coke, must have at least 90% of the Coke (any type of beverage as long as it conforms to this size) can original body, so must meet that can size We will be furnishing the carriers this year and have already made some fiberglass tubes that will take a regular Coke can as is ~ 10" long xii 1.20 Data Acquisition configuration and storage required 1.21 Supplied by Seller 1.22 Command/Telemetry: See Communications 1.23 Requirements Review (RR) 1.24 Preliminary Design Review (PDR) 1.25 Critical Design Review (CDR) 1.26 Test Readiness Review (TRR) 1.27 Schedule approved by Buyer 1.28 Seller to notify Buyer 72 hours prior to Reviews 1.29 System Development Plan (SDP) 1.30 Program Management Plan (PMP) 1.31 System Requirements Specifications (SRS) 1.32 System Specification and Design Description (SSDD) 1.33 Interface Control Document (ICD) 1.34 System Test Plan and Description (STPD) 1.35 Successful Acceptance Test prior to Launch Ground Station Required Reviews Required Deliverable Documentation Acceptance Criteria Additional Requirements Communication and/or Documentation Methods 1.36 Maintain an updated Web Page 1.37 Complete a Lessons Learned xiii Appendix 2 MAE 498A Preliminary Mission Analysis and Spacecraft Design Fall 2000 Helen Reed Class Information Classroom: ECG 347 Instructor: Time: TTh 4:40-5:55 pm Credits: Prerequisites: ECE 100, PHY 121/122 Dr Helen L Reed, ERC 342 Director: ASUSat Lab and Moon Devil Team Associate Director: ASU / NASA Space Grant Program Professor: Mechanical and Aerospace Engineering (480) 965-2823, Fax (480) 965-1384 helen.reed@asu.edu; http://nasa.asu.edu/ Office Hours: TTh 1:30 – pm, open-door policy otherwise Program Coordinator: Ms Candace Jackson, ERC 352 (480) 965-NASA, Fax (480) 965-0277 candace.jackson@asu.edu Grading Philosophy (Points are out of 4): 15% Midterm Individual Performance Evaluation (class 12) – Team & Instructors Composite (50/50) of peer and instructor evaluation by Performance Rating Form. Evaluation will be based on the deliverables expected up until week 8, attendance, meeting milestones, and teamwork.  Grade will be “Does Not Meet Expectations (0­2.4)”, “Meets Expectations (2.5­3.4)”, or “Exceeds Expectations (3.5­4)”.  15% Midterm Team Performance Evaluation (class 12) –Instructors Evaluation will be based on the deliverables expected up until week 8.  All students will be given the same grade   as   determined   by   the   instructors   Grade   will   be   “Does   Not   Meet   Expectations   (0­2.4)”,   “Meets Expectations (2.5­3.4)”, or “Exceeds Expectations (3.5­4)”.  25% Final Individual Performance Evaluation (class 31) – Team & Instructors Composite (50/50) of peer and instructor evaluation by Performance Rating Form. Evaluation will be based on deliverables expected up until week 15, attendance, meeting milestones, and teamwork.  Grade will be “Does Not Meet Expectations (0­2.4)”, “Meets Expectations (2.5­3.4)”, or “Exceeds Expectations (3.5­4)”.  25% Final Team Performance Evaluation (class 31) –Instructors Evaluation will be based on the deliverables expected up until week 15.  All students will be given the same grade   as   determined   by   the   instructors   Grade   will   be   “Does   Not   Meet   Expectations   (0­2.4)”,   “Meets Expectations (2.5­3.4)”, or “Exceeds Expectations (3.5­4)”.  20% Individual Accomplishment Individual students will be evaluated by instructor Evaluation will be based on assignments and meeting deadlines Grade will be “Does Not Meet Expectations (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)” Grading Scale: A B C D 90-100% 80-89% 70-79% 60-69% xiv E 0-59% xv Course Material: 1) Space Mission Analysis and Design, Microcosm Inc., 3rd edition, Wiley J Larson & James R Wertz, 1999 2) Basics of Space Flight Learners’ Workbook, JPL MOPS0513-02-00 JPL D-9774, Rev A, December 1995, http://www.jpl.nasa.gov/basics/ 3) Understanding Space: An Introduction to Astronautics McGraw-Hill Inc by Jerry Jon Sellers & Wiley J Larson (editor), 1994 Book available for checkout from Ms Candace Jackson 4) CanSat Course Handouts 5) Engineering Notebook Class webpage: http://nasa.asu.edu/asusat/cansat/ Computer Applications/Tools:  LabView  Solid Works or Ideas  Orcad  Web Page  Software Development  SPICE  Machine Shop Certification  Soldering Certification Course Work:  Reading Assignments  Training on Computer Tools  Documentation  Trade Studies  Presentations  Class Participation  CanSat Project  Deadlines (meet them or lose points toward grade) Contacts: Name Brandon Williams Candace Jackson Chris Eaves Ethan Stump George Anderson Helen Reed James Wolfe Larry Dovala Mark Ketchum Organization Honeywell ASU ASU ASU Honeywell ASU ASU ASU AHPRA Support Area Electrical evaluator Program Coordinator Mechanical (CanSat2 PM) CanSat2 Ground-Station Lead Systems evaluator ASU Professor CanSat2 Program Manager CanSat2 Electrical Lead Launch vehicle Phone # Mike Motola Rich Simari Rob Dawson Ron Hundley ASU ASU ASU Honeywell ASUSat Program Manager (PM) Mechanical (CanSat2) CanSat2 Software Lead Software evaluator (480) 965 6272 (480) 965-2823 xvi (623) 780 4759 home (602) 822 3451 work (480) 965-2859 (480) 379-0645 (602) 822-4652 Email brandon.v.williams@honeywell.com candace.jackson@asu.edu ceaves@uswest.net helen.reed@asu.edu james.wolfe@asu.edu ldovala@imap4.asu.edu Mark.ketchum@honeywell.com Mlketch1@netscape.net mike.motola@asu.edu rsimari@asu.edu Vikingx3x@msn.com ron.hundley@honeywell.com CanSat Course Syllabus Class (Helen) Intro to Class Intro to mentors Access to Lab Performance Rating Form Statement of Work Astrodynamics & Space  Solar System  Trajectories and Orbits  Space Environments  History of Space Class (James, Rob, Larry, et al.) Former CanSat'eers discuss the previous semester's results, lessons learned, show where to find previous info on server, document templates, discuss tips on getting going, get them access to server, emphasize importance of documentation and timelines Class through ? (Helen) Spacecraft Research & Design  Mission/Subject  Spacecraft Analysis & Design  Launch Vehicle  Orbit  Ground System  Communications Architecture  Mission Operations SolidWorks homework Discuss machine shop/Ham radio license/ESD Class through 30 (Helen and various) System Development Process  Phase I: Definitions & Requirements  Phase II: System Design  Phase III: Preliminary/Prototype Design  Phase IV: Production Design  Phase V: Production Fab & Qual  Phase VI: System I & T  Phase VII: Launch  Phase VIII: Operations  Phase IX: Disposal Class 12 (Helen) Midterm evaluations Class 31 (Helen - Dec 12 4:40 through 6:30 pm)  Lessons Learned  Final evaluations  Teaching Evaluations xvii Appendix 3 CanSat2 ­ Spring 2000 Insert Project Graphic Here DOC-NUM-000, DRAFT, 02-06-10 Prepared By: hlreed Prepared For: -customerApprovals: Systems (CanSat2) Date Customer (CanSat2) Date Electronics (CanSat2) Date title (organization) Date Software (CanSat2) Date title (organization) Date Structures (CanSat2) Date title (organization) Date xviii Revision Log REV DRAFT DRAFT A DATE 00-03-24 00-03-30 00-04-01 CHANGE Initial DRAFT version created Updated to new template Released LOCATION ALL ALL ALL xix Table of Contents INTRODUCTION 20 RESPONSIBILITIES 20 2.1 CO-DIRECTORS 20 2.2 CAN LEAD .20 2.3 ELECTRICAL LEAD 20 2.4 MECHANICAL LEAD 21 2.5 SOFTWARE LEAD .21 2.6 ROCKET LEAD 21 APPENDIX A ORGANIZATION CHART 22 List of Tables TABLE - ORGANIZATION CHART ERROR! BOOKMARK NOT DEFINED xx INTRODUCTION This   document   outlines   the   team   organization   and   describes   the   team   leader responsibilities for the CanSat2 project RESPONSIBILITIES Co-directors  Lead the overall project and system design and development  Organize staffing and manage schedule and budget  Provide interface with university and industry advisors  Coordinate community activities  Responsible for required documents and deliverables  Present a project summary paper at an external technical conference  Act as systems engineer for the project  Responsible for risk mitigation and management  Provide input and help with the design and development of the system  Ensure success of the mission  Maintain schedule Can Lead  Lead the high level design, coordination, and development of can’s unique experiment  Perform trade studies for the above system components  Act as systems engineer for own can  Provide   input   and   help   with   development   with   common   components   of electrical, mechanical, software, etc. to satisfy the requirements for their can  Ensure satellite will fulfill mission  Maintain schedule  Guide satellite technology  Responsible for SPaM for own can  Responsible for required documents related to his/her can Electrical lead  Lead the design and development of the common and individual components of the satellites and groundstation  Organize staffing of team  Procure electrical components  Provide   input   and   help   with   the   development   of   common   electrical components to satisfy the requirements of the system  Maintain schedule  Coordinate delivery of required documents  Act as coordinator between the electrical team and other team members Mechanical Lead  Lead the design and development of the common and individual components of the satellites to satisfy the requirements of the system  Organize staffing of team  Procure mechanical components and materials  Provide   input   and   help   with   the   development   of   common   mechanical components to satisfy the requirements of the system  Maintain schedule  Coordinate and schedule manufacturing processes  Advise can leads on mechanical and structural issues  Coordinate delivery of required documents  Act as coordinator between the mechanical team and other team members Software Lead  Lead   the   design   and   development   of   software   implemented   in   the groundstation and satellites to meet system requirements  Organize staffing of team  Procure portable software and hardware  Provide   input   and   help   with   the   development   of   common   software components to satisfy the requirements of the system  Maintain schedule  Advise can leads on software issues  Coordinate delivery of required documents  Act as coordinator between the software team and other team members Rocket Lead  Lead the design and development of the carriers and interfaces of the satellites as related to the rocket  Procure components and materials for carriers  Coordinate and schedule carrier manufacturing processes  Maintain schedule  Advise can leads on rocket interface and launch environment issues  Coordinate delivery of required documents  Act as coordinator between team members and launch providers Chris Eaves James Wolfe Co­Director Co­Director Leads Advisors     Ethan Stump (L) Kit Borden (L) Ground Station Can Lead Nathan Cahill (L) Bill Fugate (L) Can Lead Can Lead Robert Dawson (L) Eddie Woodruff Software Mechanical Larry Dovala (L) Dave Brill (L) Electrical Rocket Motorola Lockheed Martin Honeywell NASASG Suppliers & POC’s Electrical Justin Pucci (POC) Danny Horner (POC) Rocket Electrical Patrick Baker (POC) Devon Chellevold Nathan Cahill Richard Simari Ethan Stump Software Mechanical Kit Borden Software Bill Fugate Ethan Stump Dave Brill Rocket Appendix Preliminary Mission Analysis and Spacecraft Design Fall 2000 Homework Purpose: To learn how to use SolidWorks98 Plus (CAD) Method: Obtain WEES access card from ETS Helpdesk (located in Goldwater Rm 181) There is a refundable $10 fee Go to ERC 432 You may or may not need your WEES card, depending on whether someone is in the lab or not Log-on to one of the two computers nearest the door (both have Hitachi monitors) Using your ASURITE ID (what you gave Dr Reed/Candace for computer access), type in a password Don’t forget your password! Only these two computers have SolidWorks98 Plus software To begin SolidWorks98 Plus, go to the following path: This “.pdf” tutorial will guide you through using SolidWorks98 Assignment: Work through the tutorial up to “Mating Parts in an Assembly” Going beyond this will count as extra credit Each part/assembly that you create should be saved to your user space Please follow the “Save” instructions below Saving files: Since you have your ASURITE ID and your password, you are able to get into your new “user space” on the ASU Satellite Lab’s server, called RAPDC When you have finished creating a file, go to “File”, “Save As…” In the “Save In” box of the “Save As” window, scroll down to “Users on Rapdc” Double click, and a list of folders, one of them being your ASURITE ID, should show up Save your file to your folder Note: You can only get into your folder No one else can get into yours, unless they have your password Due: Tuesday, Sept 12, 2000 For full credit, bring a printout of all parts/assemblies you have created If you have gone beyond “Mating Parts in an Assembly”, you may receive extra credit Appendix Performance Rating Form Review of ID # Date Review Period (circle one): Team Meeting/Class Attendance Technical Contribution to Team Flexibility Teamwork/Communication Ability to meet commitments Overall Midterm Percent 10% 25% 15% 25% 25% 100% Reviewer: Additional comments: Scoring guidelines: Fails to meet expectations Meets expectations Exceeds expectations 0-2.4 2.5-3.4 3.5-4 Final Score ... REQUIREMENTS For CANSAT Prepared by: Helen Reed APPROVED BY: System, CANSAT Electrical, CANSAT Mechanical, CANSAT Software, CANSAT Customer, CANSAT Total No Pages: No of Last Page: ... Support Area Electrical evaluator Program Coordinator Mechanical (CanSat2 PM) CanSat2 Ground-Station Lead Systems evaluator ASU Professor CanSat2 Program Manager CanSat2 Electrical Lead Launch vehicle... ample opportunity for testing mock CanSats prior to the “final exam” The amateur rocketeers are excited to launch payloads Typically, the CanSat team must build a CanSat carrier to fit within the