Abstract
In this paper, the development of an Orbital Robotics educational prototype platform is presented, consisting of a hardware-developed physical system and an accompanying set of curriculum-based lessons (IB Physics curriculum) that target upper secondary students (16–18 years old target group). The platform was the outcome of a joint project between the European Space Agency and the National Technical University of Athens. The students use the hardware interactively, consisting of a bespoke space-emulating table and small satellite mockups. The lessons are inquiry-based and are structured so that the students are actively engaged in the learning process, according to a learner-centric approach. During the lessons, this platform allows students to acquire knowledge of the dynamics of space systems, as well as of the environmental conditions and physical constraints that characterize on-orbit operations. Students are able to manipulate the space robot (satellite) mockups performing basic tasks such as docking and landing, or grasping space debris. Additionally, a smartphone application has been implemented to allow the interaction with the platform, via a dedicated User Interface (UI).
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Acknowledgment
The authors would like to thank the ESA Automation and Robotics Laboratory (ARL) for providing their facilities and assistance throughout the development of the project, and the head of the Automation and Robotics Section, Gianfranco Visentin, as well as Kletil Wormnes, ESA mechatronics engineer, Monica Talevi, Head of Coordination and Outreach Unit, Education & Knowledge Management Office, and Slawomir Zdybski, ISS and International Education Operations Coordinator, for their continued mentorship and support.
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Christofi, N., Papadopoulos, E.G., Paraskevas, I.S. (2017). Orbital Education Platform: Introducing Orbital Robotics to Secondary Education. In: Alimisis, D., Moro, M., Menegatti, E. (eds) Educational Robotics in the Makers Era. Edurobotics 2016 2016. Advances in Intelligent Systems and Computing, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-319-55553-9_11
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DOI: https://doi.org/10.1007/978-3-319-55553-9_11
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