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MICROSOFT LATAM EDUCATOR VIRTUAL

FORUM 2018

SPACE STEM

The Student will Development of STEM

Competences through a space mission with

CATSAT. Space mission 2018 of the pico satellite

"Eskua Ahuandaru" Eye in the sky.

Summary

The State of Michoacán and the National Council of Science and

Technology (CONACYT), through the Ministry of Innovation and Science of the

State of Michoacán, as well as the School of Science and Technology Studies of

the State of Michoacán (CECyTEM), concerned about Scientific vocations of high

impact in our youth, we have undertaken a project in which the scientific and

technological vocation is promoted so that the students develop a spatial

mission with elements that they themselves work and, obviously, make them

stand out in the national field from the The development of space technology is a

virgin field for our young people.

In this project, the students of the school that participates CECYTEM

CEMSAD 64 AQUILES SERDÁN, are located in the city of Zamora, Michoacán,

Mexico, and it is an honor for us to be the first to participate in this initiative in

the state. by the Mexican Space Agency in collaboration with the company

Electronic CATS and Inventor House, where a Space Mission was developed

focused on the creation of an educational satellite (pico-satellite) that can

perform readings from the nearby space (stratosphere) and send them. To be

interpreted by the earth station programmed by the youth, using Microsoft

technology (Excel as a telemetry panel, Project Cordoba as an interface between

the Arduino microcontroller and Excel, OneDrive to share files, Microsoft Teams

for teamwork, Skype as media of communication), the device will fall to the

ground and the video of the space mission will be recovered.

Keywords: Mission, Space, Peak-Satellite, Stratosphere, CATSAT.

COMMON CURRICULUM

FRAMEWORK

It is a structuring instrument of

the curricular system, which

from an intercultural, inclusive

and integrating perspective,

defines the fundamental

learning that all and all students

of Basic Education must

achieve.

GENERIC COMPETENCES

Are those that allow young

people to understand the world

and influence it, continue to

learn autonomously throughout

their lives, develop harmonious

relationships with those around

them and participate effectively

in their social, professional and

political life.

DISCIPLINARY COMPETENCES

They are the notions that

express knowledge, skills and

attitudes that consider the

minimum necessary in each

disciplinary field so that

students develop effectively in

different contexts and situations

throughout life.

http://cecytemichoacan.edu.mx/

@ISC_ERG

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Index

LEARNING OBJECTIVES ............................................................................................................................................. 3

THEORETICAL FRAMEWORK .................................................................................................................................. 4

STEM .................................................................................................................................................................................. 4

SPACE STEM ................................................................................................................................................................... 4

STEM EDUCATION ....................................................................................................................................................... 4

SUSTAINABLE DEVELOPMENT GOAL (SDG 4 Quality education) ........................................................ 5

WHAT IS A SATELLITE? ............................................................................................................................................. 6

WHAT IS A CANSAT? ................................................................................................................................................. 7

METHODOLOGICAL PROPOSAL ............................................................................................................................ 8

COMPONENTS CATSAT .......................................................................................................................................... 12

EARTH STATION COMPONENTS ........................................................................................................................ 13

SPACE MISSION DEVELOPMENT SCHEDULE ................................................................................................ 14

REFERENCES ................................................................................................................................................................... 15

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Webpage:

https://www.facebook.com/picosatelitezamora/

https://www.facebook.com/michoacanalespacio/

Skills: Communication, Collaboration, Critical Thinking, Knowledge

Construction, Self-Regulation, Problem Solving and Innovation,

Information and Communication Technologies (ICT)

LEARNING OBJECTIVES

• Students will use the speaking and listening skills to communicate with their classmates and with

another class during a Skype call.

• Students will use research skills to prepare for the space mission.

• Students will collaborate within a group to solve a problem or challenge.

• Students will learn about STEM topics.

• Students will expand their vision of how the concepts they are learning in school relate to STEM

and the world.

• Students will summarize and reflect on what they learned.

• Students will expand their learning by sharing their ideas with others.

• Students contribute knowledge from the preparation for the space mission.

• Students use information and communication technologies for the development of the space

mission.

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"The mind that opens to a new idea will

never return to its original size"

Albert Einstein

THEORETICAL FRAMEWORK

STEM

The acronym STEM, for its acronym in English, represents the initials of science (science), technology

(technology), engineering (engineering), and mathematics (math).

Since 2001, STEM education has become a priority for leaders at the international level, with the hope

of ensuring that our youth are able to compete in a global economy.

SPACE STEM

It is the term that I have coined to refer to the necessary STEM competencies so that students can

carry out a successful space mission, and that is doubt as Ruben Sanchez commented, specialist in

educational solutions for Latin America, Microsoft: "65% of graduate students will work in jobs that

have not yet been invented", so it becomes necessary to develop resilience, to help them withstand

failures and to continue searching for solutions without giving up, in a highly competitive scenario .

STEM EDUCATION

STEM education or training, combines the four areas creating an illustrative method that facilitates the

learning of mathematics and science. The engineering component emphasizes the process and design

of solutions, rather than the solution itself. This method allows the student to explore with

mathematics and science in a more personalized way, and thereby help him to develop critical

thinking. The technology component facilitates the understanding of the three previous areas, helping

students apply their knowledge in a practical way through the use of the computer.

The results of learning1 :

• Application of management principles in innovative and complex environments.

• Development of critical thinking and problem-solving skills.

• Establishment and achievement of objectives.

• Leadership skills including leadership by influence.

• Initiative and business mentality.

• Curiosity and imagination.

• Search for personal values and long-term goals.

1 http://ivicon.cl/metas-aprendizaje-stem.html

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SUSTAINABLE DEVELOPMENT GOAL (SDG 4 Quality education)

STEM competencies have taken a lot of importance in education, and it is no wonder, according to a

World Bank study carried out in 82 countries of the region, realizes that the main reason for

abandoning this educational level mentioned by the young deserters is that "they had no interest, or

were not interested in what they learned in school", which opens the question about the relevance of

the contents taught (Székely, 2015) or the meaning of education in the life of these populations "

(UNESCO, 2018, pág. 8).

This also links us to the Sustainable Development Goal (SDG) 4: "Guarantee an inclusive, equitable and

quality education and promote lifelong learning opportunities for all", and trace a route in which a

preponderant role is given to Technical and Vocational Education and Training (TVET) for the

fulfillment of their aspirations. In particular, the goals in relation to this education are aimed at

promoting equal access to quality TVET for women and men, vulnerable people, including people with

disabilities and indigenous peoples; as well as to increase the number of young people and adults

with technical and professional skills, with a view to employment, decent work and entrepreneurship,

promoting sustainable and inclusive economic growth and supporting the transition to ecological

economies and environmental sustainability. (UNESCO, 2018, pág. 3)

From the development of the space mission, progress is made in the fulfillment of SDG 4, since:

1. Inclusive education was guaranteed, and all students who wanted to participate were given the

opportunity to participate, regardless of their physical, social or economic condition, according

to what UNESCO defines "All children and young people of the world, with their individual

strengths and weaknesses, with their hopes and expectations, have the right to education. It is

not the education systems that have the right to certain types of children. That is why it is the

education system of a country that must adjust to meet the needs of all children and young

people."3

2. A mission that encouraged participation and equal education, since the project sought to be

50% women and 50% men, but there was more female participation. 8 students participated, of

which 5 were women and 3 were men.

3. The entire space mission was carried with all security measures, always protecting the integrity

of each participant, following the protocol followed by the space agencies for the sending of a

satellite with payload, which ensures the quality of learning.

4. Promote lifelong learning opportunities, as through the development of self-regulation,

communication, collaboration and the development of computational thinking and problem

solving.

2 Argentina, Brasil, Chile, Colombia, Costa Rica, México, Perú y Uruguay 3 B. Lindqvist, UN-Rapporteur, 1994

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WHAT IS A SATELLITE?

An artificial satellite it's a contraption sent in a launch vehicle which maintains an orbit around bodies

of space such as stars or planets. The satellites artificial they can orbit around asteroids and planets.

Classification by altitude

• Low Earth Orbit (LEO): a geocentric orbit at an altitude of 100 to 2000 km

• Medium Earth Orbit (MEO): a geocentric orbit with an altitude between 2000 km and up to the

limit of the geosynchronous orbit of 35 786 km. It is also known as an intermediate circular orbit.

• High Earth Orbit (HEO): a geocentric orbit above the geosynchronous orbit of 35 786 km; also

known as very eccentric orbit or very elliptical orbit.

Classification by size

Artificial satellites can also be cataloged or grouped according to their weight or mass.

• Large satellites: whose weight is greater than 1000 kg

• Medium satellites: weighing between 500 and 1000 kg

• Mini satellites: whose weight is between 100 and 500 kg

• Micro satellites: whose weight is between 10 and 100 kg

• Nano satellites: whose weight is between 1 and 10 kg

• Peak satellites: whose weight is between 0.1 and 1 kg

• Femto satellites: whose weight is less than 100 g

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4 https://www.sciencelearn.org.nz/image_maps/13-satellites-and-orbits

Figure 1 Satellites and orbits.

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WHAT IS A CANSAT?

A CANSAT (pico satellite) is a device that emulates the functions of a satellite and whose size fits into a

350ml soda can. It is used for didactic purposes in several countries of the world because it allows the

practice of the entire cycle of a spatial project at low cost, in addition to applying transversal

knowledge.. Due to its dimensions it fits in a can of soda and is integrated by 4 subsystems:

✓ Payload: Principal subsystem, responsible for developing the mission

and meet the goal.

✓ Telemetry: Responsible for sending information to the ground station.

It also has a global positioning system (GPS).

✓ Flight computer: It manages the information provided by the sensors

and executes the necessary instructions so that the CANSAT can

operate correctly.

✓ Power: Its main function is to provide energy electric necessary for

the correct functioning of the entire system.

The elements that make up CATSAT are:

1. Batteries

2. Sensors

3. Microprocessor

General characteristics:

• Easy to assemble.

• Based on Arduino.

• Open Hardware.

• LoRa communication.

• Modular and expandable.

• Plug and Play USB.

• Temperature, Humidity, barometric pressure, GPS,

accelerometer, magnetometer and gyroscope.

• 3.7 Volts rechargeable lithium battery.

• Create your own payload.

• Scope of 19 ~ 21km.

Figure 2 CANSAT

Figure 3 PicoSatellite CANSAT Electronic CATS

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METHODOLOGICAL PROPOSAL

The project that is developed has as objective that the students learn the development of space

missions through the construction in team, of an educational device called CANSAT. It allows young

people to put into practice:

1. Collaboration

2. Knowledge construction

3. Communication skills

4. Self-regulation

5. Problem solving and innovation

6. Use of ICT in learning

7. Documentation of projects.

Through the use of Microsoft technology and Electronic CAT.

The complete space mission includes:

Conceptualization of the mission

Device design Manufacturing

TestsLaunchingOperation

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The development of the project is carried out in stages:

01. Introduction

02. Mission Definition

03. Flight Segment

04. Life of the Mission

05. Restrictions

06. Technical Details

07. Land Segment

08. Starting with CatSat

09. Recovery

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INTERFACE IN EXCEL

The presentation of CANSAT variables went through a process before reaching the Microsoft Excel

interface with 100% graphic design.

For this activity, the young people worked with the Microsoft Hacking STEM team of the United States

of America (USA) in order to obtain data from the serial port of Arduino, for this the "Córdoba Project"

was used, which consists of a library Special that is installed on the student's computer and allows the

information on the Arduino device to be obtained through the Excel sheet for use during and after

the launch of the satellite.

One of the advantages of using this library is that it allows free use of the spreadsheet to process the

information, which facilitates the generation of interfaces that represent the data in the form of

graphics.

The variables that were used were:

A1, temp1, hum, press, temp2, mx, my, mz, ax, ay, az, gx, gy, gz, lat, long

A1, SATELLITE PEAK NAME

TEMP1, EXTERIOR TEMPERATURE

HUM, HUMIDITY

PRESS, ATMOSPHERIC PRESSURE

TEMP2, INTERIOR TEMPERATURE

MX, X AXIS MAGNETOMETER

Figure 4 Image of the Córdoba Project Interface

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MY, MAGNETOMETER IN AXIS AND

MZ, MAGNETOMETER IN AXIS Z

AX, ACCELEROMETER AXIS X

AY, ACCELEROMETER AXIS Y

AZ, ACCELEROMETER AXIS Z

GX, GIROSCOPE IN AXIS X

GY, GIROSCOPE IN AXIS AND

GZ, GYROSCOPE Z-AXIS

LAT, GPS LATITUDE

LONG, GPS LENGTH

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COMPONENTS CATSAT

Quantity Description Part number

3 PCBs payload module. S / N

2 Arduino Pro Mini 3.3v. S / N

1 Temperature and humidity sensor. DHT22

1 Multiple module; Accelerometer, barometer,

gyroscope, magnetometer. GY-87

1 GPS module. L80

1 Lora Module. RFM95

1 Omnidirectional antenna 915 Mhz . S / N

1 Battery Lipo 3.7v 2200 mAh . S / N

1 Lipo battery charger . S / N

1 Atmospheric balloon S / N

*Optional Mini HD 720 camera 5 hours of recording. T186

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EARTH STATION COMPONENTS

Quantity Description Part Number

1 Antenna Yagi 915 Mhz. S / N

1 Antenna cable Male N connector to SMA male 36

". S / N

1 Station PCB earthly. S / N

1 Buck DC-DC converter . S / N

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SPACE MISSION

DEVELOPMENT

SCHEDULE

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REFERENCES

Székely, M. (2015). “Tendencias educativas en América Latina. Segundo estudio suplementario del Plan de Aprendizaje para el Programa “Nuevos

Empleos y Oportunidades” (NEO)”. Ciudad de México.

UNESCO. (2018). LA ENSEÑANZA Y FORMACIÓN TÉCNICO PROFESIONAL EN AMÉRICA LATINA Y EL CARIBE UNA PERSPECTIVA REGIONAL HACIA

2030. Santiago: UNESCO. Recuperado el 25 de 02 de 2018, de http://unesdoc.unesco.org/images/0026/002607/260709s.pdf