Arizona State University’s CanSat Program

Helen L. Reed

Director: ASUSat Lab, AZeroG, and Moon Devil TeamAssociate Director: Arizona State University / NASA Space Grant Program

Professor: Mechanical and Aerospace EngineeringArizona State University, ERC 342, Box 87-6106, Tempe, Arizona 85287-6106 USA

(480) 965 2823, FAX: (480) 965 1384, E-mail: helen.reed@asu.eduhttp://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 3 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 (3Sat) 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 3Sat, it is looking like at least 5 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 6. So if there are 12 people, build 2 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 1. 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 CanSat3 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 Certificationare 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 do a task. It seems faster as a manager to do 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 3 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 2. 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 2. 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 3 is a sample of how the students can organize to build and launch 3 CanSats. They do 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 CertificationHomework assignments can be prepared to encourage the students to become familiar with these topics. See, for example, in Appendix 4, a sample assignment to do 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 1 (Helen)Intro to Class

Intro to mentorsAccess to LabPerformance Rating FormStatement of WorkAstrodynamics & Space Solar System Trajectories and Orbits Space Environments History of Space

Class 2 (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 3 through ? (Helen)Spacecraft Research & Design Mission/Subject Spacecraft Analysis & Design Launch Vehicle Orbit Ground System Communications Architecture Mission OperationsSolidWorks homeworkDiscuss machine shop/Ham radio license/ESD

Class 4 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 & InstructorsComposite (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) –InstructorsEvaluation 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 (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)”.

25% Final Individual Performance Evaluation (class 31) – Team & InstructorsComposite (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) –InstructorsEvaluation 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 AccomplishmentIndividual 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 do peer evaluation. This review is done twice: mid-semester and at the end. A sample form is provided in Appendix 5.

Appendix 1

PRODUCT DEFINITION REQUIREMENTS

For

CANSAT

Prepared by:

Helen Reed

APPROVED BY:

System, CANSAT Electrical, CANSAT

Mechanical, CANSAT Software, CANSAT

Customer, CANSAT

<Insert CANSAT logo>

Total No. Pages: 5 No. of Last Page: 4

DOCUMENT ID:

PDR

Product Definition Requirements

REVISION HISTORY

Date REV Brief Description of Change8/22/00 - Initial Release

xPDR Rev. -

ASUSatStudent Satellite Program

ScopeOutlined within this document are the buyer’s requirements pertaining to the ASU CanSat system. The requirements address issues in the satellite design, production process, subject data acquisition, and launch methodology.

Scope: Total Pages: 26Cover: 10Body: 6Appendix:Error!

Bookmark not defined.

RequirementsMission Subject

1.1.1 Mission Payload Experiment to be determined by the Seller.

1.1.2 Buyer must approve Mission.

1.1.3 Number of Missions/Satellites to be determined by the Seller.

1.1.4 Mission(s) must be completed on schedule and within Budget.

Satellite Design1.1.5 Satellites supplied by Seller.

1.1.6 Soda Can Form1.

1.1.7 Weight: Each CanSat weighs no more than One Coke Can Filled With Coke1.

1.1.8 Engineering Development Unit, Demo, or Brass Board.

1.1.9 Data Acquisition: see Communications.

Launch System1.1.10 Seller: Responsible for rocket/motor selection.

1.1.11 Supplier: Arizona High Power Rocketry Association (AHPRA).

1.1.12 1 Satellite per Launch Vehicle.

1.1.13 Seller is responsible for the design and fabrication of the booster adapter for the

December launch.

1.1.14 Launch Date: December 2000.

Orbit1.1.15 Descent by Parachute.

1.1.16 Loft Time: 12 minutes minimum.

Communications1.1.17 Amateur Frequencies (Requires Ham Radio License).

1.1.18 Telemetry: 2 parameters minimum per satellite.

1.1.19 Latency: Received Data in readable format on the Ground Station Screen within 10

seconds of Ground Station command.

1From 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.

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1.1.20 Data Acquisition configuration and storage required.

Ground Station1.1.21 Supplied by Seller.

1.1.22 Command/Telemetry: See Communications.

Required Reviews1.1.23 Requirements Review (RR).

1.1.24 Preliminary Design Review (PDR).

1.1.25 Critical Design Review (CDR).

1.1.26 Test Readiness Review (TRR).

1.1.27 Schedule approved by Buyer.

1.1.28 Seller to notify Buyer 72 hours prior to Reviews.

Required Deliverable Documentation1.1.29 System Development Plan (SDP)

1.1.30 Program Management Plan (PMP)

1.1.31 System Requirements Specifications (SRS)

1.1.32 System Specification and Design Description (SSDD)

1.1.33 Interface Control Document (ICD)

1.1.34 System Test Plan and Description (STPD)

Acceptance Criteria1.1.35 Successful Acceptance Test prior to Launch.

Additional RequirementsCommunication and/or Documentation Methods

1.1.36 Maintain an updated Web Page.

1.1.37 Complete a Lessons Learned.

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Appendix 2MAE 498A Preliminary Mission Analysis and Spacecraft DesignFall 2000Helen ReedClass Information

Classroom: ECG 347 Time: TTh 4:40-5:55 pm Credits: 3 Prerequisites: ECE 100, PHY 121/122

Instructor: Dr. Helen L. Reed, ERC 342Director: ASUSat Lab and Moon Devil TeamAssociate Director: ASU / NASA Space Grant ProgramProfessor: Mechanical and Aerospace Engineering(480) 965-2823, Fax (480) 965-1384helen.reed@asu.edu; http://nasa.asu.edu/Office Hours: TTh 1:30 – 3 pm, open-door policy otherwise

Program Coordinator: Ms. Candace Jackson, ERC 352(480) 965-NASA, Fax (480) 965-0277candace.jackson@asu.edu

Grading Philosophy (Points are out of 4):

15% Midterm Individual Performance Evaluation (class 12) – Team & InstructorsComposite (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) –InstructorsEvaluation 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 (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)”.

25% Final Individual Performance Evaluation (class 31) – Team & InstructorsComposite (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 (0-2.4)”, “Meets Expectations (2.5-3.4)”, or “Exceeds Expectations (3.5-4)”.

25% Final Team Performance Evaluation (class 31) –InstructorsEvaluation 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 AccomplishmentIndividual 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 90-100%B 80-89%C 70-79%D 60-69%E 0-59%

xiv

Course Material:1) Space Mission Analysis and Design, Microcosm Inc., 3rd edition, Wiley J. Larson & James R. Wertz, 19992) 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 Handouts5) 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 Organization Support Area Phone # Email

Brandon Williams Honeywell Electrical evaluator brandon.v.williams@honeywell.comCandace Jackson ASU Program Coordinator (480) 965 6272 candace.jackson@asu.eduChris Eaves ASU Mechanical (CanSat2 PM) ceaves@uswest.netEthan Stump ASU CanSat2 Ground-Station LeadGeorge Anderson Honeywell Systems evaluatorHelen Reed ASU ASU Professor (480) 965-2823 helen.reed@asu.eduJames Wolfe ASU CanSat2 Program Manager james.wolfe@asu.eduLarry Dovala ASU CanSat2 Electrical Lead ldovala@imap4.asu.eduMark Ketchum AHPRA Launch vehicle (623) 780 4759 home

(602) 822 3451 workMark.ketchum@honeywell.comMlketch1@netscape.net

Mike Motola ASU ASUSat Program Manager (PM) (480) 965-2859 mike.motola@asu.eduRich Simari ASU Mechanical (CanSat2) rsimari@asu.eduRob Dawson ASU CanSat2 Software Lead (480) 379-0645 Vikingx3x@msn.comRon Hundley Honeywell Software evaluator (602) 822-4652 ron.hundley@honeywell.com

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CanSat Course Syllabus

Class 1 (Helen)Intro to ClassIntro to mentorsAccess to LabPerformance Rating FormStatement of WorkAstrodynamics & Space Solar System Trajectories and Orbits Space Environments History of Space

Class 2 (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 3 through ? (Helen)Spacecraft Research & Design Mission/Subject Spacecraft Analysis & Design Launch Vehicle Orbit Ground System Communications Architecture Mission OperationsSolidWorks homeworkDiscuss machine shop/Ham radio license/ESD

Class 4 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

xvi

Appendix 3

CanSat2 - Spring 2000

4DOC-NUM-000, DRAFT, 02-06-10

Prepared By:James Wolfe

Prepared For:-customer-

Approvals:

Systems (CanSat2) Date Customer (CanSat2) Date

Electronics (CanSat2) Date title (organization) Date

Software (CanSat2) Date title (organization) Date

Structures (CanSat2) Date title (organization) Date

xvii

Revision LogREV DATE CHANGE LOCATION

DRAFT 00-03-24 Initial DRAFT version created. ALLDRAFT 00-03-30 Updated to new template ALL

A 00-04-01 Released ALL

xviii

Table of Contents1 INTRODUCTION.............................................................................................................................................. 20

2 RESPONSIBILITIES......................................................................................................................................... 202.1 CO-DIRECTORS............................................................................................................................................ 202.2 CAN LEAD.................................................................................................................................................... 202.3 ELECTRICAL LEAD......................................................................................................................................... 202.4 MECHANICAL LEAD....................................................................................................................................... 212.5 SOFTWARE LEAD.......................................................................................................................................... 212.6 ROCKET LEAD.............................................................................................................................................. 21

APPENDIX A. ORGANIZATION CHART.............................................................................................................22

List of TablesTABLE 1 - ORGANIZATION CHART...........................................................................ERROR! BOOKMARK NOT DEFINED.

xix

INTRODUCTION

This document outlines the team organization and describes the team leader responsibilities for the CanSat2 project.

RESPONSIBILITIESCo-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

Co-Director Co-Director

Leads Advisors

Ethan Stump (L) Kit Borden (L) Motorola Lockheed Martin

Ground Station Can Lead

Nathan Cahill (L) Bill Fugate (L) Honeywell NASASG

Can Lead Can Lead

Robert Dawson (L) Eddie Woodruff (L)

Software Mechanical

Larry Dovala (L) Dave Brill (L)

Electrical Rocket

Suppliers & POC’s Electrical

Justin Pucci (POC) Danny Horner (POC) Devon Chellevold Nathan Cahill

Rocket Electrical

Patrick Baker (POC) Richard Simari Ethan Stump

Software

Mechanical Software

Kit Borden Bill Fugate Ethan Stump

Dave Brill

Rocket

Appendix 4

Preliminary Mission Analysis and Spacecraft DesignFall 2000 Homework 1

Purpose: To learn how to use SolidWorks98 Plus (CAD)

Method: 1. Obtain WEES access card from ETS Helpdesk (located in

Goldwater Rm 181). There is a refundable $10 fee.2. Go to ERC 432. You may or may not need your WEES card, depending

on whether someone is in the lab or not.3. 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.

4. To begin SolidWorks98 Plus, go to the following path:

This “.pdf” tutorial will guide you through using SolidWorks98.

5. 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:1. 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 RA-PDC.

2. 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 Ra-pdc”. 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 5

Performance Rating FormReview of

ID #Date

Review Period (circle one):

Midterm Final

Percent ScoreTeam Meeting/Class Attendance 10%Technical Contribution to Team 25%Flexibility 15%Teamwork/Communication 25%Ability to meet commitments 25%

Overall 100%

Reviewer:

Additional comments:

Scoring guidelines:Fails to meet expectations 0-2.4

Meets expectations 2.5-3.4Exceeds expectations 3.5-4