analysis of pollen distribution at various...

Analysis of Pollen Distribution at

Various Altitudes

SLI 2008 Statement of Work Madison West High School, Madison, WI

First Row: Tenzin Sonam, John Schoech, Ben Winokur, Henry Wroblewski, Alec Walker Second Row: Connie Wang, Zoë Batson, Ruijun Wang, Maia Perez

http://westrocketry.com

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Table of Contents School Information........................................................................................................ 4

Educators and Mentors 4 Student Participants 5

Facilities and Equipment .............................................................................................. 6

Safety ........................................................................................................................... 10

Local NAR Mentors 10 Written Safety Plan 11

Technical Design......................................................................................................... 15

Vehicle Description 15 Experimental Design 20

Outreach ...................................................................................................................... 27

Project Plan ................................................................................................................. 28

Timeline 28 Budget 30

Rocket Program Sustainability .................................................................................. 34

Returning Team Project.............................................................................................. 36

Appendices.................................................................................................................. 37

Appendix A: Resume for Alec Walker 37 Appendix B: Resume for Ben Winokur 39 Appendix C: Resume for Henry Wroblewski 40 Appendix D: Resume for Maia Williams Perez 42 Appendix E: Resume for Tenzin Sonam 44 Appendix F: Resume for Zoë Batson 45 Appendix G: Resume for Connie Wang 46 Appendix H: Resume for John Schoech 48 Appendix I: Resume for Ruijun Wang 49 Appendix J: Model Rocket Safety Code 51 Appendix K: High Power Rocket Safety Code 53 Appendix L: Material Safety Data Sheets 56

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School Information Educators and Mentors

Administrative Staff Member West High School Principal Ed Holmes

Madison West High School, 30 Ash St., Madison, WI, 53726 Phone: (608) 204-4100

Email: [email protected]

Lead Educators Ms. Christine Hager, Biology Instructor

Madison West High School, 30 Ash St., Madison, WI 53726 Phone: (608) 204-3181

Fax: (608) 204-0529 Email: [email protected]

Pavel Pinkas, Ph.D., Senior Software Engineer for DNASTAR, Inc.

1763 Norman Way, Madison, WI, 53705 Work Phone: (608) 237-3068 Home Phone: (608) 238-5933

Fax: (608) 258-3749 Email: [email protected]

Other Educators

Professor Edwin Eloranta Dept. of Atmospheric Sciences, UW-Madison

Phone: (608) 262-7327 Email: [email protected]

Professor James B. Pawley

Dept. of Zoology, UW-Madison Phone: (608) 263-3147


Professor Dan McCammon Dept. of Physics, UW-Madison

Phone: (608) 262-5916 Email: [email protected]

Rehan Quraishi

Student at UW Madison, SLI 2006, 2007 Graduate Phone: (608) 358-8944


NAR Mentors Scott T. Goebel

3423 Pierce Boulevard, Racine, WI, 53405-4515 Phone: (262) 634-3971

E-Mail: [email protected]

Brent Lillesand 4809 Jade Lane, Madison, WI 53705

Phone: (608) 241-9282 E-Mail: [email protected]

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Student Participants

VEHICLE TEAM

ALEC WALKER Vehicle Team Leader

[email protected]

Duties: task delegation, vehicle design, construction and

operation supervision

BEN WINOKUR Vehicle Designer

[email protected]

Duties: vehicle design, construction coordination,

vehicle checklist

HENRY WROBLEWSKI Integration Specialist

[email protected]

Duties: Vehicle-payload integration, integration checklist, document assembly and editor

PAYLOAD TEAM

MAIA PEREZ Payload Team Leader, Safety [email protected]

Duties: task delegation, payload

team supervision, master checklist

TENZIN SONAM Vehicle-Payload Interface

[email protected]

Duties: Payload-vehicle integration, payload

checklist

ZOË BATSON Outreach and Public Relations,

Payload Recovery [email protected]

Duties: public outreach, payload

tracking and recovery

CONNIE WANG Pollen Analysis Specialist [email protected]

Duties: pollen samples care, laboratory work

coordinator

JOHN SCHOECH Electronics

[email protected]

Duties: deployment and payload electronics, electronic

functionality tests and checklist

RUIJUN WANG Payload Recovery

[email protected]

Duties: Payload tracking and recovery coordination, payload recovery checklist

Facilities and Equipment Facilities for Rocket Design and Testing:

1. Concept, design, planning, and writing meetings will be held a DNASTAR, 3801 Regent Street, Madison, WI 53705 on the weekends.

2. Organizational meetings will be held in room 365 (a classroom), Madison

West High School, 30 Ash Street, Madison, WI, 53726, Mondays at lunch.

3. Research meetings will be held on a per-need basis at the university buildings with professors/researchers, as appropriate.

4. Rocket construction meetings will be held at the University Of Wisconsin

Space Place, 2300 South Park Street, Madison, WI, 53713, on the weekends.

5. Low power rocket launches will take place at Reddan Soccer Park, 6874 Cross Country Road, Verona, WI, 53593, from late November to early April. Large Model Rocket Launch notification will be made in accordance with FAA regulations Part 101. NFPA code 1122 and NAR Model Rocket Safety Code will be followed during the launches.

6. High power rocket launches will take place at Richard I. Bong State

Recreational Area, 26313 Burlington Road, Kansasville, WI, 53139. High Power Rocket Altitude Waiver will be obtained from the FAA prior to each high power launch. We will schedule our high-power launches so they coincide with the high power launch of WOOSH, Section #558 of the NAR.

Personnel: Ms. Christine Hager Main Advisor, Educational Supervisor Dr. Pavel Pinkas NAR Mentor, Scientific Advisor Mr. Scott Goebel NAR Mentor, High Power Rocketry Advisor Mr. Brent Lillesand NAR Mentor, Vehicle Construction Supervisor Prof. Dan McCammon Dept. of Physics, Scientific Advisor Prof. Edwin Eloranta Dept. of Atmospheric Sciences, Pollen Sampling Advisor Prof. James Pawley Dept of Zoology, Microscopy Advisor Mr. Don Michalski Space and Astronomy Lab, Electronics Advisor Mr. Rehan Quraishi Junior Mentor, Vehicle Design Advisor

Madison West High School SLI 2008 Statement of Work

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Equipment and Supplies:

EQUIPMENT POWER TOOLS SUPPLIES ROCKET COMPONENTS

Soldering irons Drill press Cyano-acrylate glue (superglue)

Fiberglass fabric

Band saws Dremel tool (with necessary attachments)

Accelerator and de-bonder for superglue

G10 sheets of fiberglass

Hacksaws Hand drill West Epoxy (resin, quick and slow hardener, various fillers)

Kevlar cords and ribbons

Hand saw Hydraulic press Masking tape Quick links Scroll saw Jig saw Electric tape Plywood centering

rings, sheets, bulkheads

Wire strippers Table saw Batteries of varying size and voltage to power electronic components

Screws, nuts, T-nuts, washers, spring washers ect.

Drill bits Belt sander Various minor electronic components (resistors, capacitors, LEDs)

4-inch fiberglass tubing

Box cutters Table saw JB Weld Glue U-Bolts, I-Bolts X-acto knives Jig saw Solder. flux Nose cone Sandpaper and sanding blocks

Breathing masks (to be used when sanding or cutting fiberglass)

Lock’N’Load motor retention kit

Rulers and yardsticks

Latex gloves, safety goggles

Rail buttons

Ring and C-clamps

First aid kit PerfectFliteTM

altimeter Pliers, clippers Ethyl-alcohol

Propyl-alcohol PerfectFliteTM timers

Phillips/flathead screwdrivers (various sizes)

Parallax GPS modules

Vices of varying sizes

Parallax Propeller Chips and development boards


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Computer Equipment: School Computer Capabilities:

- 500mhz-900mhz 128MB-384MB RAM - Windows 98, XP - Able to use MAC G3-G5

Student Personal Computer Capabilities: - 500mhz-3.2ghz 32MB-2GB of RAM - Windows XP or Vista - These computers include 7 laptops, enabling almost all of our members to be

working at the same time. Internet:

- School – Every computer has access the internet via a T3 connection - DNASTAR – T1 connection, internal wireless network (801b/g/n) - Home – ADSL/cable, 768Kbps-6Mbps (download), 256Kbps-1.5Mbps (upload)

Currently Accessible Programs: - Apogee – RockSim 6.92 - SpaceCAD - Adobe Illustrator - Dreamweaver (for website development) - Eudora/Thunderbird/MS Outlook/MS Express mail clients - Firefox/Netscape/Mozilla/Opera/IE browsers - Microsoft Office Suite - Photoshop CS2 - Photoshop Elements 5.0

Web Site: Madison West Rocketry’s website can be accessed through the URL http://www.westrocketry.com . This site pertains to all of Madison West Rocketry. A specific SLI 2008 project web page will be created upon acceptance of SLI grant proposal.

Team Communication: The team will communicate via e-mail, instant messaging, website postings, personal contact, group meetings and phone. These channels have been successfully used for the last three years.

Video Teleconferencing: - We will be making use of the video conferencing facilities available through the UW Extension at the Pyle Center - Contact Dr. Rosemary Lehman for information regarding firewall issues. UW Extension Pyle Center,702 Langdon St. Madison, WI 53706 Fax: 608-236-4435 Phone 608-262-7524 [email protected]


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Safety

Local NAR Mentors

NAR Mentor: Brent Lillesand Home Address: 4809 Jade Lane, Madison, WI 53714-2621 Work Phone: (608) 243-3273 Home Phone: (608) 243-3273 (same as work) Email Address: [email protected] HPR Certification: NAR Level 3 Mr. Lillesand has been a mentor of Madison West Rocketry since 2005 and has provided both SLI teams with equipment, expertise and professional advice on rocket-specific tasks. Mr. Lillesand is the vehicle construction and testing supervisor.

NAR Mentor: Scott Goebel Home Address: 3423 Pierce Blvd, Racine, WI 53405-4515 Work Phone: (262) 634-3971 Home Phone: (262) 634-3971 Email Address: [email protected] HPR Certification: NAR Level 3 Mr. Goebel is the lead mentor for all HPR issues and operations. He brought HPR knowledge and techniques to our club in 2005, when he assisted our first SLI team. He has also loaned us many parachutes, shock cords, and motor casings over the years. NAR Mentor: Dr. Pavel Pinkas Home Address: 1763 Norman Way, Madison, WI, 53705 Work Phone: (608) 237-3067 Home Phone: (608) 238-5933 Email Address: [email protected] HPR Certification: NAR Level 1

Dr. Pinkas has been the mentor of the Madison West Rocketry Club since its beginning in 2003. He has played a key role in the success of the team, both with the Team America Rocketry Challenge in 2004—2007 and the Student Launch Initiative program in 2005-2007.


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Written Safety Plan A. Description of NAR Personnel Tasks

I. NAR Safety Requirements a. Certification and Operating Clearances: Mr. Goebel and Mr. Lillesand both hold a Level 3 HPR certification. Dr. Pinkas has a Level 1 HPR certification and plans on having a Level 2 HPR certification by the end of February 2008. Both Mr. Goebel and Mr. Lillesand have Low Explosives User Permit (LEUP). Mr. Goebel owns a BATFE approved magazine for storage of solid motor grains containing over 62.5 grams of propellant. All HPR flights will be conducted only at launches covered by an HPR waiver (mostly the WOOSH/NAR Section #558 10,000ft waiver for Richard Bong Recreation Area launch site). All LMR flights will be conducted only at the launches with the FAA notification phoned in at least 24 hours prior to the launch. NAR and NFPA Safety Codes for model rockets and high power rockets will be observed at all launches. b. Motors: We will purchase and use in our vehicle only NAR-certified rocket motors and will do so through our NAR mentors. Mentors will handle all motors and ejection charges. c. Construction of Rocket: In the construction of our vehicle, we will use only proven, reliable materials made by well established manufacturers, under the supervision of our NAR mentors. We will comply with all NAR standards regarding the materials and construction methods. Reliable, verified methods of recovery will be exercised with the retrieval of our vehicle. Motors will be used that fall within the NAR HPR Level 2 power limits as well as the restrictions outlined by the SLI program. Lightweight materials such as fiberglass tubing and carbon fiber will be used in the construction of the rocket to ensure that the vehicle is under the engine’s maximum liftoff weight. The computer program RockSim will be utilized to help design and pre-test the stability of our rocket so that no unexpected and potentially dangerous problems with the vehicle occur. Scale model of the rocket will be built and flown to prove the rocket stability. d. Payload: As our payload does not contain hazardous materials, it does not prove potentially harmful to the environment. However, our NAR mentors will check the payload prior to launch in order to secure and verify that there will be no unforeseen problems. Each payload module will be equipped with both a sonic and a radio beacon to facilitate successful recovery and removal of the landed modules from the environment.


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e. Launch Conditions: Test launches will be performed at Richard I. Bong Recreation Area and Reddan Soccer Park with our mentors present to oversee all proceedings. All launches will be carried out in accordance with FAA, NFPA and NAR safety regulations regarding launch angles, and weather conditions. Caution will be exercised by all team members when recovering the vehicle components after flight. No rocket will be launched under conditions of limited visibility, low cloud cover, winds over 20mph or increased fire hazards (drought).

II. Hazardous Materials: All hazardous materials will be purchased, handled, used, and stored by our NAR mentors. The use of hazardous chemicals in the construction of the rocket, such as epoxy resin, will be carefully supervised by our NAR mentors. When handling such materials, we will make sure to carefully scrutinize and use all MSDS sheets and necessary protection (gloves, goggles, proper ventilation etc.) will be utilized. III. Compliance with Laws and Environmental Regulations: All team members and mentors will conduct themselves responsibly and construct the vehicle and payload with regard to environmental regulations. We will make sure to minimize the effects of the launch process on the environment. All recoverable waste will be disposed properly. We will spare no efforts when recovering the parts of the rocket that drifted away. Properly inspected, filled and primed fire extinguishers will be on hand at the launch site.

B. Mentors and experienced rocketry team members will take time to teach new members the basics of rocket safety. All team members will be taught about the hazards of rocketry and how to respond to them; for example, fires, errant trajectories, and environmental hazards. Students will attend mandatory meetings and pay attention to pertinent emails prior participation in any of our launches to ensure their safety. A mandatory safety briefing will be held prior each launch. Adult supervisors will make sure the launch area is clear and that all students are properly observing the launch. Our NAR mentors will ensure that any electronics included in the vehicle are disarmed until all essential pre-launch preparations are finished. All hazardous and flammable materials, such as ejection charges and motors, will be constructed and put into effect by our NAR-certified mentor, complying with NAR regulations. Each launch will be announced and preceded by a countdown (in accordance with NAR safety codes).

C. In all working documents, all sections describing the use of dangerous chemicals will be highlighted. Proper working procedure for such substances will be consistently applied, such as using protective goggles and gloves while working with chemicals such as epoxy. MSDS sheets will be on hand at all times to refer to for safety procedures. All work done on the building of the vehicle will be closely supervised by adult mentors, who will make sure that students use proper protection and technique when handling dangerous materials and tools inherent in the building of rockets.


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Risks, Consequences and Mitigations

RISK CONSEQUENCE MITIGATION Physical Risks

Saws, knives, Dremel tools, band Saw

Laceration All members will follow safety procedures and use protective devices to minimize risk

Sandpaper, fiberglass

Abrasion All members will follow safety procedures and use protective devices to minimize risk

Drill press Puncture wound All members will follow safety procedures and use protective devices to minimize risk

Soldering gun Burns All members will follow safety procedures to minimize risk

Computer, printer Electric shock All members will follow safety procedures to minimize risk

Workshop risks Personal injury, material damage

All work in the workshop will be supervised by one or more adults. The working area will be well lit and strict discipline will be required.

Toxicity Risks Epoxy, enamel paints and primer, superglue

Toxic fumes Area will be well ventilated and there will be minimal use of possibly toxic-fume emitting substances

Superglue, epoxy, enamel paints and primer

Toxic substance consumption

All members will follow safety procedures to minimize risk, emergency procedure will be followed in case of accidental chemical digestion

Rocket/Payload Risks Unstable rocket Errant flight Rocket stability will be verified by

computer and scale model flight Improper motor mounting

Damage or destruction of rocket.

Engine system will be integrated into the rocket under proper supervision and used in the accordance with the manufactures’ recommendations.

Rocket structure Rocket structural failure

Rocket will be constructed with durable products to minimize risk

Propellant malfunction

Engine explosion All members will follow NAR Safety Code for High Powered Rocketry, especially the safe distance requirement. Attention of all launch participants will be required.


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RISK CONSEQUENCE MITIGATION Parachute Parachute failure Parachute Packaging will be

double checked by team members. Deployment of parachutes will be verified during static testing.

Payload Payload failure/malfunction

Team members will double check all possible failure points on payload.

Payload structural failure

Payload integration setup will fall apart; pollen samplers will not be able to sample air and may receive possible damage.

Payload deployment will be thoroughly tested during static testing.

Launch rail failure Errant flight NAR Safety code will be observed to protect all member and spectators

Separation failure Parachutes and payloads fail to deploy.

Separation joints will be properly lubricated and inspected before launch. All other joints will be fastened securely.

Payload ejection charge does not ignite

Payload and its parachute do not deploy.

Two different altimeters will fire the ejection charges (deployment redundancy).

Ejection falsely triggered

Unexpected/premature ignition/personal injury/property damage

Proper arming and disarming procedures will be followed. External switches will control all rocket electronics.

Tracking/Recovery Failure

Samples and sampling data are lost.

Two different sampling payloads will be released. If one is lost, there will still be some data collected. Each payload will be equipped with both a radio and a sonic tracking beacon to facilitate rocket location and recovery.

Transportation Damage

Possible aberrations in launch, flight and recovery.

Rocket will be properly packaged for transportation and inspected carefully prior to launch

Table 1: Project risks, consequences and mitigations


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Technical Design Vehicle Description The rocket has the capacity to carry 2 large payload modules (pollen collectors) to an altitude of one mile (5,280ft). The rocket will be constructed out of fiberglass and held together with epoxy, tie rods and T-nut anchored screws to maximize the robustness of the vehicle. Structural reinforcements, such as bulkheads, tie rods and through the wall fins will be used to increase the vehicles robustness. The major challenge in vehicle construction and operation will be will be the complex recovery and deployment scheme that includes dual deployment of the parachutes for the booster and similar two event scheme for ejecting the two payloads when the proper altitude is reached. The flight sequence is described in details in Payload section of this document and depicted in the Figure 13.

Figure 1: Two dimensional view of the vehicle showing the location of center of gravity (109 inches from the nosetip) and center of pressure (86.5 inches from the nosetip), and sufficient stability margin (5.7 calibers).

a. Dimensions: Length 145 in Diameter 4.0 in Span 12.0 in Liftoff Weight 24.0 lbs (with Aerotech K1050W motor)

Figure 2: Three dimensional view of the vehicle showing the organization of the rocket: payloads (green), parachutes (yellow), motor mount (red).

Figure 3: Schematic view of the vehicle showing vehicle organization and dimensions of compartments:

1. Payload section (“Hive”) 2. Drogue parachute storage 3. Main deployment electronics 4. Main parachute storage 5. Motor


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The vehicle was designed and the flights simulated in RockSim CAD application. The propulsion choice that fits best our flight objective (delivery of two pollen collectors (3lbs each, estimated weight) to 5,280ft target altitude) is Aerotech K1050/54mm/2522Ns White Lightning motor. The possible alternatives are K975/54mm/2450Ns White Wolf, K1075/54mm/2400Ns Green Gorilla and K600/75mm/2500Ns White Wolf motors (all three are produced by Animal Motor Works). K600 motor would be our last choice, because fitting a 75mm motor into a 4in tube leaves little space for through-the-wall fin tabs (thus negatively affecting the robustness of the vehicle). Also, while the thrust of K600 is sufficient for our vehicle, the liftoff weight of our rocket (23lbs) is better matched by a motor with thrust of 900-1000N. The graph bellow shows the simulated flight profile of our vehicle with K1050W motor. The simulated apogee of the flight is 5900ft, 12% above the target altitude. Based on our previous experiences, this should provide us with a sufficient margin for reaching the target altitude in the real flight (RockSim tends to overestimate apogees).

Figure 4: Graph shows the altitude vs. time flight profile as projected by RockSim (Aerotech K1050W motor used, no wind).The rocket will reach apogee of 5900ft approximately 19s after the ignition. We ran simulations of our projected rocket design at different wind speeds in order to determine how much will the wind effect apogee of our flight. The table bellow shows that the wind impact on apogee is negligible, only 1.3% difference between the launch in windless weather and the launch in 20mph wind conditions.

MOTOR WIND SPEED

mph APOGEE

ft PERCENT CHANGE

K-1050W 0 5906 0.00K-1050W 5 5900 0.10K-1050W 10 5884 0.36K-1050W 15 5860 0.78K-1050W 20 5828 1.31

Table 2: Variation of altitude with regard to wind speed


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b. Motor: Motor: Aerotech K1050 White Lightning Diameter: 54 mm Length: 635 mm Burn Time: 2.46 s Total Impulse: 2522 Ns Average Thrust: 1025.22 Ns Estimated Maximum Velocity: 484 mph Estimated Maximum Acceleration: 13 g

Figure 5: Thrust curve for AeroTech K-1050W, our projected motor. The rocket will have a peak thrust of 1450 N at 0.05 seconds, continue burning for 1.6 seconds at a thrust of 1200, and burns out at 2.46 sec. Motor Alternatives (in order of suitability) Manufacturer Motor Diameter Total impulse Propellant type 1. Aerotech K1050 54mm 2522Ns White Lighting 2. Animal Motor Works K975 54mm 2450Ns White Wolf 3. Animal Motor Works K1075 54mm 2400Ns Green Gorilla 4. Animal Motor Works K600 75mm 2500Ns White Wolf

Table 3: Possible motor selections


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Figure 6: This graph shows the acceleration over time. The maximum acceleration value is 13 gee's, followed by a sustained thrust for about 2 seconds.

c. The projected scientific payload is two separate pollen collector modules

(Bees) that will be housed in the payload bay (Hive). Each Bee module will be divided into four separate sections, each section housing a Rotorod type pollen sampler. Each sampler will be opened to the atmosphere at specific altitude range. The high speed rotation of the sampler rods will cause pollen grains to collide with the rods and be trapped in a gel coating on the rods. Once the rocket has been recovered we will be able to examine and count the trapped pollen grains under a microscope. For a more detailed description of payload design and function, see Experimental Design, page 20.

d. Vehicle requirements and objectives:

1. Rocket needs to reach altitude of 1 mile (simulations shows that our rocket should reach 6,000ft using K1050W motor.)

2. Both rocket and payload must withstand acceleration up to 14g (rocket will be constructed from fiberglass tubing, G10 sheets (for fins) using the industrial strength epoxy glue (West Epoxy) with fillers. The fins will be mounted through the wall to improve robustness.

3. Rocket must successfully recover (dual deployment scheme with redundant charges and ejection triggers will be used to ensure the ejection; deployment scheme and ejection charge sizes will be determined and verified during static tests).

4. Payload must be ejected from payload bay (redundant deployment will be used; deployment scheme and ejection charge sizes will be determined and verified during static tests).

5. Payload must recover without damage or debris contamination. 6. Payload bay must be large enough for the rotorod spinning. 7. Rocket must be reusable (parachute recovery will be employed).


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e. Major Challenges and solutions:

1. Ejecting both of the payload modules (pollen collectors) at the desired altitude: a large enough payload bay will be constructed that will have ample room for the payloads to be ejected out. Deployment scheme and ejection charge sizes will be verified during static tests. Pistons will be used to facilitate the deployment.

2. Sampling a sufficiently large volume of air to obtain a detectible quantity of pollen- we will pull air through the sampling chamber with a squirrel cage fan to ensure a sufficient flowrate.

3. Collecting pollen: we will use a Rotorod-like device to sample pollen. Rotorod is an industrial standard for pollen collection, used by many pollen reporting centers. Each payload module will carry four pollen samplers, each sampler will be collecting pollen at specific altitude. Custom electronic board (designed, built and programmed by team members will drive the pollen samplers switching and operation).

4. Collecting the atmospheric data: a custom sensor board will be built and programmed by the team members.


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Experimental Design

(http//:www.aber.ac.uk/bioimage/image/uwbl-0623-w.jpeg) (http://www.anthro.utah.edu/~byers/images/pollen2.gif)

Figure 7 Figure 8 Figures 7 and 8: Images of different pollen grains under a very high magnification, showing the variances in texture and shape. Figure 7 shows the scale of some of the pollen particles, these are approximately 25 microns across. We will be studying the amount and species of pollen at various altitudes and the corresponding effects of atmospheric factors such as temperature, humidity, wind speed, and wind direction on the pollen distribution. According to a study conducted in 1999 in León, Spain, (Comtois et al., 1999) there is a correlation between the altitude and pollen concentration and atmospheric temperature and pollen concentration. They reported a higher concentration of pollen at an altitude of 600 meters (approx 2000 feet) as compared to ground level. We will sample the air at higher altitudes, to determine the presence of pollen above 600 meters. There are many reasons we decided to sample pollen at different altitudes using our vehicle. 35.9 million people in the U.S. suffer from pollen allergies. Finding out more about pollen and its location patterns based on altitude, temperature and wind speed could be useful in determining when and where people would be at greatest risk of exposure to pollen. Our sampling will also give us more information on the patterns of cross-pollination in plants and how and when this is most likely to occur. Notably, pollen samples from altitudes this high have not been reported. This study could also help reveal to us how aggressive invasive species spread across landscapes. Capturing reportable amounts of pollen requires a unique technical process. We need to capture a cubic meter of air in order to obtain measurable amounts. Some pollen particles can be as small as six microns, increasing the challenge of collecting a representative sample. The difficulties of pollen sampling and the solution are explained in Figures 9, 10, and 11.


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Figure 9: This air sampling technique is traditional for capturing larger particles. Air flow is directed toward a wall coated with adhesive, which serves on a trap. Because of the small size of pollen grains, this traditional air-sampling technique does not work for pollen collection. Instead of being trapped on the wall, the pollen grains stay in the airflow and avoid obstacles.

Figure 10: Increasing the airflow rate with a pump can allow the trapping of pollen particle, as they are not able to stay with the airflow and collide with the adhesive coated wall. However, the cost and size of

air pumps with sufficient flowrate make this technique cost-prohibitive for us. During peak pollen season, there are only about 35-150 pollen grains per cubic meter. In order to capture a sufficient number of pollen grains, we will build a pollen sampler based on the Rotorod design. This sampler will be able to sample a cubic meter or more of air per sampling zone which is sufficient for capturing pollen grains. The Rotorod sampling technique uses two sampling strips mounted on a fork that spins at high speeds (2,400 rpm). Air flow is directed around the fork and the pollen is captured on the strips that move quickly through the air and thus are likely to collide with the pollen grains. Upon the collision of a pollen grain and the sampling strip, the pollen grain becomes trapped in the adhesive on the strip.


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To obtain the pollen samples, we will lauch a vehicle containing a payload with the aforementioned sampling system. The payload will include two pollen collectors, dubbed Bee I and Bee II, each collector holding four Rotorod pollen samplers (see Figure 12 for overall scheme of pollen collector). Each Bee will sample the same set of altitude ranges to give us greater redundancy in data collection. A rotating disk keeps one Rotorod open and the others closed at any given time in each Bee. A squirrel-cage fan will pull air through the open Rotorod sampler. This sampler will then collect pollen with the spinning fork coated in silicone gel. The fork spins at 2400 rpm, matching the fast speed of high powered vacuum pumps. The gel with the trapped pollen grains can then be examined under a microscope to determine pollen counts and types.

Preflight analysis and testing of the pollen sampling system (collectors) will include the generation of Arabidopsis thaliana plants, to obtain pollen samples. These samples will be used to determine the functionality and effectiveness of our sampling system.

Figure 11: This drawing shows a rendering of our proposed pollen sampler. The squirrel cage fan at the top draws air through so that it can be sampled by the spinning fork. The fork will spin at 2,400 rpm, simulating the high speed jet of the traditional sampler, as shown in figure 10. 1. Incoming air and pollen particles (the

air leaves the pollen sampler through the squirrel cage fan on the top of the sampler)

2. Squirrel cage fan 3. Rotating fork, each arm is being

equipped by a strip coated with adhesive for trapping the pollen particle

4. Pollen particles.


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In addition to four pollen samplers, each Bee will also carry a custom-made electronic board that will collect altitude, temperature, humidity, atmospheric pressure and GPS coordinates five times per second. The data will be stored in non-volatile flash memory. The GPS coordinates will be used to determine wind speed and direction. The electronic board will also control the Rotorod pollen samplers, rotating the selector discs as each Bee travels through sampling zones. The complete flight sequence is shown on the following picture (Figure 13.).

Figure 12: The pollen collector (“Bee”)

1. Air flow (including the pollen grains) into sampling section (the air is drawn in by a squirrel cage fan on top of the currently active Rotorod pollen sampler)

2. Servomotor for switching Rotorod pollen samplers (each of the four pollen samplers is active in a specific altitude range)

3. Rotating discs that open and close each Rotorod pollen sampler in turn as the pollent collectors travel through the sampling ranges

4. Active Rotorod pollen sampler 5. Idle Rotorod pollen samplers 6. Air flow out of the collector 7. Air flow into the atmospheric/location

data acquisition section 8. Data acquisition electronics and

sensors (temperature, pressure, altitude, humidity, GPS location)

9. Top bulkhead and parachute anchor


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Figure 13: This figure shows our projected flight sequence. 1. Rocket is launched and coasts to an apogee of 1 mile, 2. The payload, or hive, will separate from the booster, and the booster will immediately deploy a drogue parachute, 3. After descending to an altitude of 700 feet, the booster will deploy the main parachute, 4. Meanwhile, the payload, or hive, has also deployed a pilot (drogue) parachute at apogee, 5. Once the hive reaches the start of sampling range #1, it will deploy both pollen collectors (Bee I & Bee II), 7, into the atmosphere. The hive then continues at a safe descent rate under the same parachute, as it is now much lighter. The Bees sample each altitude range into a different pollen sampler (Rotorod device) and then rotate to an all-closed position before landing. After the flight, the Rotorod sampling bars will then be taken back to a university microscopy lab for quantitative analysis. They will be stained by a suitable dye to make the pollen visible. We will then inspect the sampling bars under an optical microscope to determine how many pollen spores we collected and the type of pollen spores. We will then be able to identify the correlations between our independent variables (air temperature, humidity, atmospheric pressure, altitude range, GPS position, and pollen type), and our pollen samples. Understanding those correlations can bring a better understanding of pollen migration patterns and prevent much of the pollen related suffering (allergies, invasive species, cross-pollination). Let us express this mathematically.


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Independent variables are: T ............ air temperature H ............ humidity P ............ atmospheric pressure A ............ altitude range Z ............ GPS position (to calculated wind speed/direction) X ............ pollen type Dependent variables are: Yx ............ amount of pollen of specific type and Y = Yx1 + Yx2 + ... YxN (all pollen types together) Our primary result will be Yx = f(A) or Y = f(A) .... distribution of pollen across altitudes We will also look for correlations For each pollen type (X) Yx = f(T) …………………. pollen type X amount vs. temperature Yx = f(H) …………………. pollent type X amount vs. humidity Yx = f(P) …………………. pollent type X amount vs. pressure Yx = f(Z) …………………. pollent type X amount vs. location/wind speed and the corresponding Y = f(T), Y = f(H), Y = f(P), Y = f(Z) (for total amount of pollen) We expect that detailed analysis of the aforementioned correlations will provide us with a better understanding of the pollen migration and what factors effect the pollen distribution in the atmosphere.


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Challenges and Solutions Capturing pollen is a unique challenge which requires us to design and build a scientific and creative sampling system. Pollen particles are extremely small, (some as small as 6μm) and are therefore difficult to direct to a trap. During peak season, the expected concentration range is about 35-150 pollen grains per cubic meter. In order to capture a sufficient number of pollen grains, we propose a Rotorod type sampler system which will allow us to process one or more cubic meters of air per sampling range. The proposed technique has been thoroughly researched and is based on industrial standards for pollen collection. The feasibility of our project has been verified by literature research and discussions with the researchers at UW, Madison. The functionality of the pollen sampling devices will be verified in ground tests using real pollen. We will grow out own Arabidopsis thaliana plants as the source of pollen for testing. Evaluating pollen samples under microscopy is a skill and time demanding process. The entire team, supervised a microscopy specialist, will participate in the final analysis of the collected samples. High quality microscopes (Zeiss and Nikon brands) have been allocated for the final analysis at Dept of Zoology, UW Madison.


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Outreach Community Support We have met with a number of people from various departments within the University of Wisconsin-Madison. These contacts include Professor McCammon from the department of Physics, Professor Eloranta from the department of Atmospheric Sciences, Professor Pawley from the department of Zoology, and Professors Anderson and Bonazza from the department of Mechanical Engineering. These contacts have been utilized as means of attaining professional advice on the feasibility and development of our experiment. Several of the UW departments agreed to assist our team if we were to need technical information at any point during our experiment. Especially the UW Department of Zoology, that will lend us their microscopes to examine the pollen samples once we have collected them. DNASTAR Labs and the UW Space Place also make their buildings available to us on weekends. We will seek the support of Wisconsin Space Grant Consortium, Orbitech, and Camera Company if needed. We plan to raise funds by raking leaves in local communities. We find that this is an excellent way to increase the visibility of our club and earn the support of the community. Also, due to our second place ranking at TARC finals last year we were featured in several newspapers, namely the Capital Times and the Wisconsin State Journal. Outreach Programs To get local children involved we have decided to stage a demonstration launch in several months. We will begin the event with a short presentation of model rocketry, explaining how our rocket works and how the different rocket components function. Our team has contacted a number of interested schools in our district and beyond. Spring Harbor Middle School wants to send its entire seventh grade class to watch us launch. Cherokee Middle School wants to send the eighth grade, Sennett Middle School has several interested grades, Schenck Elementary School wants to send second and third graders, and Randall Elementary School wants to send fifth grade. At our own school we have recruited twenty new students to participate in TARC this year. These include freshmen, some sophomores, and one or two juniors. Also, we will have one TARC team composed entirely of SLI members participating this year.


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Project Plan Timeline August 2007

15th Request for Proposal goes out to all teams 25th Kick-Off Meeting

September 2007

2nd Initial brainstorming sessions 8th Payload design started 23rd Vehicle design finalized Payload-vehicle integration started. 8th to 29th Research experiment and complete proposal

October 2007

1st Proposal submitted to NASA 22nd Awards granted. Schools notified of selection.

Submit Payment Information Form 23rd SLI Teams Teleconference 27th Team divides into vehicle and payload groups to begin design. 30th NASA media announces new 2007-2008 SLI Teams

November 2007

5th Begin work on Preliminary Design Review Report (PDR) Web presence established 17th Payload design completed

PDR draft completed. Begin work on PDR

28th Submit PDR to NASA and post PDR on team website. December 2007

2nd-9th Acquire supplies for scale model 15th Begin work on scale model 22nd Scale model completed 23rd Scale model launch (no payload) 29th Begin work on Critical Design Review (CDR) and CDR

Presentation Dec. 14th-Jan. 4th Winter Break


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January 2008 6th-13th Acquire supplies for full-scale vehicle and payload 13th Begin work on payload. Begin construction and programming of electronic boards. 19th Website completely designed and functional 20th Begin work on full-scale vehicle

22nd Submit CDR to NASA and post CDR on website. 26th CDR Presentation Practice 28th CDR Presentation

February 2008

17th Full-scale rocket completed 22nd Payload-vehicle integration completed 23rd First test flight of full-scale vehicle without payload. Target altitude: 1/3 mile March 2008 3rd Begin work on Flight Readiness Review (FRR) 17th-24th Spring Break 22nd Second test flight of full-scale vehicle without payload Target altitude: 2/3 mile. 23rd Payload construction completed. Construction and programming of electronic boards completed.

24th FRR Presentation Slides and CDR Report submitted to Julie Clift and posted on website

29th FRR Presentation Practice 31st FRR Presentation (tentative)

April 2008

5th Final test flight with all systems running.

Target altitude: 1 mile 6th Start final touch-ups and preparations for trip 20th Rocket ready for final launch

23rd Travel to Huntsville 24th Rocket Fair 26th Launch Day 27th Travel Home

May 2008

23rd Post Launch Assessment Review (PLAR)


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Budget

Full Scale Vehicle o Parts for Full Scale Rocket

• Body $300.00 • Fins $100.00 • Nosecone $20.00 • Parachutes $100.00 • Other parts $100.00 •

o Preliminary Flight Motors $400.00 o Final Flight Motors $150.00

Scale Model o Parts for scale model $70.00 o Scale Model Motors $60.00

Payload o Payload components

• Altimeters (2) $220.00 • Fans (8) $ 80.00 • Rotorod Motors (8) $320.00 • Custom Electronic Boards and Parts $320.00 • Tubing $100.00

Tracking o Tracking System $0.00*

Miscellaneous o Tools, glues, miscellaneous parts and consumables $150.00

Total: $2510.00

* Already in possession

Our club already owns a large selection of tools and parts that have been left over from our past projects. We plan to utilize all parts and tools that we already have in our possession to lower the total cost of rocket and payload construction. The money saved will be used to buy additional motors in order to allow us to perform more flights, collect more data and have the opportunity to collect and analyze the pollen samples from different geographical locations.


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Educational Standards A) Wisconsin’s Model Academic Standards English/Language Arts

Reading and Literature A.12.4 Students will read to acquire information

• Analyze and synthesize the concepts and details encountered in informational texts such as reports, technical manuals, historical papers, and government documents

• Draw on and integrate information from multiple sources when acquiring Knowledge and developing a position on a topic of interest

Writing B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes

• Prepare and publish technical writing such as memos, applications, letters, reports and resumes for various audiences, attending to details of layout and format as appropriate to purpose

B.12.2 Plan, revise, edit and publish clear and effective writing. Oral Language C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences Language D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication Media and Technology E.04.3 Create products appropriate to audience and purpose

• Write news articles appropriate for familiar media E.12.1 Use computers to acquire, organize, analyze, and communicate information Research and Inquiry F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

• Formulate questions addressing issues or problems that can be answered through a well defined and focused investigation

• Use research tools found in school and college libraries, take notes collect and classify sources, and develop strategies for finding and recording information

• Conduct interviews, taking notes or recording and transcribing oral information, then summarizing the results

• Develop research strategies appropriate to the investigation, considering methods such as questionnaires, experiments and field studies

• Organize research materials and data, maintaining a note-taking system that includes summary, paraphrase, and quoted material

• Evaluate the usefulness and credibility of data and sources by applying tests of evidence including bias, position, expertise, adequacy, validity,


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reliability, and date • Analyze, synthesize, and integrate data, drafting a reasoned report that

supports and appropriately illustrates inferences and conclusions drawn from research

• Present findings in oral and written reports, correctly citing sources Mathematics

Mathematical Processes A.12.4 Develop effective oral and written presentations employing correct mathematical terminology, notation, symbols, and conventions for mathematical arguments and display of data A.12.5 Organize work and present mathematical procedures and results clearly, systematically, succinctly, and correctly Number Operations and Relationships B.12.6 Routinely assess the acceptable limits of error when

• evaluating strategies • testing the reasonableness of results • using technology to carry out computations

Geometry C.12.1 Identify, describe, and analyze properties of figures, relationships among figures, and relationships among their parts by constructing physical models C.12.2 Use geometric models to solve mathematical and real-world problems C.12.5 Identify and demonstrate an understanding of the three ratios used in right triangle trigonometry Measurement D.12.1 Identify, describe, and use derived attributes (e.g., density, speed acceleration, pressure) to represent and solve problem situations D.12.2 Select and use tools with appropriate degree of precision to determine measurements directly within specifies degrees of accuracy and error Statistics and Probability E.12.1 Work with data in the context of real-world situations by

• Formulating hypotheses that lead to collection and analysis of one and two variable data

• Designing a data collection plan that considers random sampling, control groups, the role of assumptions, etc.

• Conducting an investigation based on that plan • Using technology to generate displays, summary statistics, and

presentations Algebraic Relationships F.12.2 Use mathematical functions (e.g., linear, exponential, quadratic, power) in a variety of ways, including

• using appropriate technology to interpret properties of their graphical representations (e.g., intercepts, slopes, rates of change, changes in rates of change, maximum, minimum)

F.12.4 Model and solve a variety of mathematical and real-world problems by using algebraic expressions, equations, and inequalities

Science Science Connections


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A.12.3 Give examples that show how partial systems, models and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs A.12.5 Show how the ideas and themes of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources Science Inquiry C.12.2 Identify issues from an area of science study, write questions that could by investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions C.12.6 Present the results of investigations to groups concerned with the issues, explaining the meaning and implications of the results, and answering questions in terms the audience can understand Motions and Forces D.12.7 Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically Science Applications G.12.1 Identify personal interests in science and technology, implications that these interests might have for future education, and decisions to be considered G.12.2 Design, build, evaluate, and revise models and explanations related to the earth and space, life and environmental, and physical sciences

B) National Science Education Standards Science and Technology (9-12)

Content Standard E Students should develop

• Abilities of technological design • Understanding about science and technology

Science as Inquiry (9-12)

Content Standard A Students should develop

• Abilities necessary to do scientific inquiry • Understandings about scientific inquiry


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Rocket Program Sustainability In school program: The rocketry program at Madison West High School is now in its fifth year and it continues to strive to provide challenges and opportunities to interested students. All new members are automatically enrolled in the TARC contest, where they learn basic rocketry knowledge and skills and have an opportunity to earn an invitation into the NASA SLI program. At the end of the 2006/2007 school year we began offering the opportunity to earn an NAR High Power Level-1 Certification to all students who have proven their skills in the TARC contest. The very first student to complete this short program, Jacinth Sohi, earned her L1 certification on August 11, 2007. Several other students expressed their interest in pursuing the same goal. Returning students either pursue their SLI invitation (if they have earned one) or move to our own high power rocketry training with the intention of eventually graduating into W2 initiative (a program with the objective to launch a sounding rocket from Wallops Island Flight Facility). The veteran students are encouraged to work with the younger students to gain leadership and mentorship skills. Several of the older students enjoy this opportunity. Just this year, Rehan Quraishi, a student who already graduated from Madison West returned to our club as a junior mentor. We certainly hope that this is just the beginning of a sustained trend. The mentorship of the younger students is not a one way street. In the 2006/2007 school year, our TARC teams were the first teams ever in our club to use a micro-controller as a part of their contest strategy. The newly acquired technology was warmly embraced by many older students and in the 2007/2008 year each of our projects will use a custom printed circuit board designed and programmed by the students. We have both a professional electronic engineer and a professional software engineer to assist us in this area. Partnerships: We continue to enjoy our professional relationship with the UW researchers. Since our beginnings in 2003, we have worked with researchers from at least six different departments and we are also welcomed at UW Space Place outreach center, where most of our work sessions take place. This year we will be contacting a local chapter of the AIAA and exploring the possibility of having more professional engineers working with our students. Most of our academic work, including design meeting, writing workshops and practice sessions for our presentations take place at the conference rooms of DNASTAR, Inc., a


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small bioinformatics company in Madison West area. We are allowed to use DNASTAR’s conference rooms including the high quality projection technology and the high-speed network. All this technology has been a great help to our research, brainstorming and presentation meetings. Occasionally (on a project need basis) we receive support from Camera Co., a local photography store. Grants: Similarly to last year, we will continue applying for various education grants to support our projects. We also plan to apply for the Wisconsin Space Consortium open grant. Mentors: We now have four dedicated mentors who work with the students on all levels of our rocketry program. We are continuously seeking new mentors, however the time demands and the necessity of a long time commitment are often the major prohibitive factors for many working professionals. Parents: More and more parents are taking active roles in supporting the club. Parents with scientific backgrounds often help students with proposing and analyzing the experiments or reaching other scientists, while other parents help with membership recruitment and support drives, organizing the fundraisers and helping with the major launches (food and transportation). Outreach and Visibility: In order to maintain dynamic development of our club, each year we concentrate on mastering or improving our skills in one specific area. As an example, in 2005/2006 we had established our permanent web presence and in 2006/2007 we learned the basics of micro-controller technology. In 2007/2008 we plan to focus on public outreach and increasing the visibility of our program via various publications and media presence as well. In addition to this, we would like to share our vast experience with building a successful rocketry program with those who are interested in following our footprints.


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Returning Team Project Our rocketry program is now five years old and with each year we learn new technologies and gain more scientific knowledge and skills. Simultaneously, we are increasing the demands on quality of research and scientific merit of work that our students carry out during their participation in our program. Our SLI2008 proposing team developed their pollen sampling experiment after lengthy research and discussions with the members of Dept of Atmospheric Sciences, University of Wisconsin in Madison. The students learned about two major obstacles in pollen sampling (extremely low concentrations and microscopic size of pollen grains). The pollen collection technique described in this proposal is a modification of a technique typically used by pollen level reporting centers and as such is likely to yield valid results. However, the technique, normally executed repeatedly over a period of 24 hours, had to be extensively modified for the short duration of payload descent. The feasibility and scientific merit of the proposed experiment and the modified collection technique have been verified by discussion (at the Dept. of Atmospheric Sciences, with Prof. Eloranta), literature and INTERNET research. In addition to their thorough research, the team members will be using the skills they learned during the TARC-2007 contest where they earned second place by flying a rocket with a micro-controller driven recovery deployment. The students will design, build, program and operate a custom electronic board that will collect and store temperature, pressure, humidity, altitude and geographical location data at regular intervals. This electronic component will also operate the multi-sampler pollen collector, assuring that pollen samples from each altitude range are collected in a corresponding sampler. Each individual pollen sampler will be designed and built by the students. Two pollen collectors will be employed for redundancy. The rocket itself will feature a standard dual deployment scheme with payload separation at apogee and payload deployment at a specific altitude (after a quick, drogue controlled descent from apogee). All deployment electronics will be doubled for redundancy. Unlike the custom electronic board for data collection and payload operation, the recovery deployment will be driven by commercially available electronics (PerfectFlite altimeters) that students are familiar with from their participation in the TARC contest. The collected pollen samples will be analyzed at the Dept. of Zoology, UW-Madison, under the supervision of an internationally recognized researcher in the field of cell microscopy, Prof. James B. Pawley. Because the collected grains of pollen have to be counted and cataloged individually, the patience and diligence of the students will be certainly tested. As one of the rewards for their hard work, the students hope to obtain stunning photographs of pollen grains under extreme magnification (1000x or higher) and eventually publish their research results and records of their SLI experience in a scientific and/or rocketry journal or magazine.


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Appendices Appendix A: Resume for Alec Walker Alec Walker 2918 Grandview Boulevard Madison, WI 53713 [email protected] Academic Experience:

Aldo Leopold Elementary School (1996–2002) Cherokee Middle School (2002-2005) Madison West High School(2005-present(11th grade)) GPA 4.0

Interests: Camping, Hiking, Kayaking, Canoeing, Fishing, Rocketry, Biking, Baseball,

Guitar, French Horn, Piano, Crew Achievements, Honors and Awards:

Cherokee Middle School Honor Roll(2002-2005) Madison West High Honor Roll(2005-) 1st in State-Bottle Rockets-2005 Science Olympiad American Legion Award(2005) Solo Ensemble Festival (instrument: French horn, class: c, score: 1)(2004)

Extra Curricular Activities:

Fitchburg Rec. Soccer(1996-2003) Fitchburg Rec. Baseball(1997-2003) Guitar Lessons(1999-2005) Science Olympiad(2005) Cherokee Middle School French Club(2003-2005) Cherokee Middle School Canoeing Club(2002-2004) Cherokee Middle School Ping Pong Club(2003-2004) Solo Ensemble Festival(2004) UW Encore French Horn Program(2004-) Madison All City Honor Band(2005) Madison West High School Rocketry(2005-) UW high school Arabidopsis Project (2006) Madison West Freshman Band(2005-2006) Madison West Concert Band(2006-) Madison West Freshman Baseball(2006) Madison West Peer Tutor(2006-) Camp Randall Rowing Club(2007-) Brazil Research Trip(Summer 2007) Madison West French Honor Society(2007-)

Work Experience and Volunteer Work:


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National UW Club Concessions Vendor(2003-) Summer Reading Program(Verona Library) (2003) Great Dane Pub and Brewery (busboy) (2007-)


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Appendix B: Resume for Ben Winokur Ben Winokur 2511 Chamberlain Avenue 53705 Madison, WI [email protected] Education: Franklin Elementary School Randall Elementary School Copenhagen International School Blessed Sacrament West High School Current sophomore Activities and Interests: 2007 TARC 2nd Place Boy Scouts Current Life Scout Assistant Senior Patrol Leader Participated in Brownsea Traveled to the Boundary Waters Volleyball Basketball Reading Volunteer Experience: Interfaith Hospitality Network Brat Fest Volunteer Sharing With Appalachian People Nurse’s Run Volunteer Camp


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Appendix C: Resume for Henry Wroblewski Henry Wroblewski 2229 Eton Ridge Madison, WI 53726 [email protected] Education: Franklin Elementary School, finished 2000 Randall Elementary School, finished 2003 Velma Hamilton Middle School, finished 2006 Madison West High School, currently in tenth grade, cumulative GPA 3.929 Languages: Fluent in English, studied French for three years Interests and Activities: Dance: Studios: Madison School of Ballet 1996-1999 A Step Above 1999-2000 Ballet Madison 2000-2002 Storybook Ballet 2002-2003 Madison Professional Dance Center 2003-Present Performances: Madison School of Ballet’s Sleeping Beauty 1997 Madison School of Ballet’s La Boutique Fantasque 1999 Madison Ballet’s The Nutcracker 2000, 2001, 2002, 2003, 2005 Madison Dance Production’s Cinderella 2001 Madison Ballet’s Cinderella 2005 Dance Wisconsin’s Nutcracker Fantasy 2006 Dance Wisconsin’s Peter Rabbit’s Ballet 2007

Regent Soccer Club 1998-2004 Future Problem Solving 2001-2003 Battle of the Books 2004-2007

Math Competitions: Hamilton Middle School Math Team 2005-2006 Mathcounts Middle School Math State Competition 2006 MATC Middle School Math Competition American Mathematics Council-8 Test Purple Comet Online Math Competition Madison West High School Math Team 2006-Present LaFollette Math Meet, October 11, 2006 Mandelbrot Competition, October 2006 Memorial Math Meet, December 13, 2006 Wisconsin Mathematics League Contest 3 January 9, 2007 Wisconsin Mathematics League Contest 4 February 6, 2007 Wisconsin Mathematics League Contest 5 March 6, 2007


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West Math Meet, February 7, 2007 Purple Comet Online Math Competition Madison West Cross Country 2006 TARC Finals 2007 Brazil Research Trip 2007 Instruments played:

Piano 1998-2001 Cello 2001-2003

Oboe 2003-Present Volunteer Experience: Appalachian Service Project 2006 Brat Fest 2007


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Appendix D: Resume for Maia Williams Perez Maia Williams Perez 5129 Pepin Place Madison, WI 53705 [email protected] Education: Midvale Elementary School (Madison, Wisconsin) – Grades K to 2 Van Hise Elementary School (Madison, Wisconsin) – Grades 3 to 5 Hamilton Middle School (Madison, Wisconsin) – Grades 6 to 8 West High School (Madison, Wisconsin) – Grades 9 to Present Languages: English, Intermediate Spanish Volunteer Service: Volunteer at Alicia Ashman Madison Public Library – 2007 to Present Volunteer Ski Instructor – 2005 to Present Music: Oboe: Solo and Ensemble Festival; 1st Ranking, Class A Solo – 2007

Wisconsin Youth Symphony Orchestra; Philharmonia Orchestra Oboist – 2007 to Present Wisconsin Youth Symphony Orchestra; Concert Orchestra Principal Oboist - 2006

West High School Honor Band; Oboist – 2007 to Present West High School Freshman Band; Oboist – 2006 to 2007 Madison Middle School All-City Honor Band; Oboist – 2004 to 2006 Taken Private Instruction – 2004 to Present

Piano: Taken Private Instruction – 2000 to Present

Other: Learning Native American Flute Learning the Highland Bagpipes Academic Interests: Science; interested in Biology and Physics Literature; interested in Classical Works, Modern European Fiction, and Mythology Other Interests: Website Design and Coding Computer Graphics and Art Traveling and other Cultures Achievements: Member of the 2nd Place Team in TARC 2007


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Received a 1st Ranking in the Solo Ensemble Festival; Oboe, A Rank Solo - 2007 State Participant on a Velma Hamilton Future Problem Solver Team

Honors Classes: Geometry Accelerated Biology Accelerated Algebra II Trig. Honors Honor Band European Literature Honors


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Appendix E: Resume for Tenzin Sonam Tenzin Sonam 5721 Rosslare Lane Madison, WI 53711 [email protected] Academic Experience: Glenn Stephens Elementary School, Grades K-5 Cherokee Heights Middle School, Grades 6-8 Madison West High School, Grades 9-present (10th) Tibetan Language School(1999-) Activities and Interests: Rocket Club (2006-) TARC Finalist (2007) Soccer Team (2006) Cooking Club (2006-) Asian Club (2006-present Smaller Learning Community Commissions (2006-) Volunteer Help Squad (2007-) Tibetan Culture School (1999-) Tibetan Dance School (1999-) Honors: Performed a traditional Tibetan dance for H.H. The Dalai Lama(2007).


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Appendix F: Resume for Zoë Batson Zoë Batson 4906 Fond du Lac Trail Madison, WI 53705 [email protected]

Education:

Franklin Elementary School (Madison, WI)-Grades K to 2 Randall Elementary School(Madison, WI)-Grades 3 to 5 Hamilton Middle School(Madison, WI)-Grades 6 to 8 West High School(Madison, WI)-Grades 9 to present

Languages: Fluent in English, basic understanding of French, learning Latin

Hobbies and Interests:

Science, mostly Biology and Earth Science Conservation of our Natural Resources Hiking, Camping, Rafting, and Backpacking. Lacrosse, Skiing, and Wind surfing Wildlife Biology and Animal Anatomy Playing the Viola

Extra Curricular Activities, Awards and Experience:

Biology Honors Club(06-07) Westside Girls Lacrosse Team(06-07) Trees for Tomorrow(06-07) Volunteering at Black Hawk Ski Club(05-06,06-07) Rocket Club- TARC, 2nd Place at Nationals(06-07)

Work Experience:

Volunteered at Black Hawk Ski Club, 05-06, 06-07


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Appendix G: Resume for Connie Wang Connie Wang 3905 Birch Avenue Madison, WI 53711 [email protected] Education: Kindergarten of Shaanxi Normal University (1994-1998) Lab School of Shaanxi Normal University (1998-1999) University Terrace Elementary School (1999-2000) Baton Rouge Center for Visual and Performing Arts (2000-2001) Buchanan Elementary School, Talented and Gifted Program (2001-2003) Glasgow Middle School, Talented and Gifted Program (2003) Velma Hamilton Middle School (2004-2006) MathPath Camp (July 2006) West High School (2006- present) Languages: Fluent in Mandarin and English, learning French, Welsh, and Latin Interests and Activities: Rocketry 2nd place team in Team America Rocketry Challenge 2007 Science Olympiad 2007 Wisconsin South Regional Tournament 3rd place in Disease Detectives 2nd place in Health Science 2007 Wisconsin State Tournament 1st place in Disease Detectives 1st place in Health Science 2007 National Tournament 13th in Health Science 18th in Disease Detectives Math American Invitational Math Examinations (AIME) Qualifier 2006 and 2007 Member of West High Junior Varsity Math Team (2006) Member of West High Varsity Math Team ( 2007- present) 1st place in MATC Fourth Annual Middle School Math Competition (2005) 7th place in State MathCounts competition (2006) Art Watercolor lessons (2006- present) Art lessons at Baton Rouge Chinese School (2001-2003) Talented Art Program (2002-2003) Designed graduation program cover (2003)


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Latin 2007 Wisconsin Junior Classical League state convention results 2nd place team in Novice Certamen 1st place in Vocabulary Level I 1st place in Reading Comprehension Level I 1st place in Pentathlon Level I 1st place in Greek Derivatives and Vocabulary Level I 3rd place in Roman Private Life Level I 3rd place in Mottoes Level I 3rd place in Latin Derivatives Level I 3rd place in Greek History, Literature, and Life Level I 5th place in Roman History Level I Corona Laurea in the Medusa Mythology Examination (2007) Summa Cum Laude in the National Latin Examination Instruments Played Harp Violin Piano


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Appendix H: Resume for John Schoech John Schoech 2130 Chadbourne Avenue Madison, WI 53726 [email protected]

Academic Experience:

Franklin Elementary School (1998-2000) Randall Elementary School (2000-2003) Velma Hamilton Middle School (2003-2006) Madison West High School (class of ’10) GPA 4.0

Interests:

Computers and Technology, Running, Biking, Music, Rocketry Achievements, Awards and Honors:

Future Problem Solving State Qualification (Junior Level) (2002) Future Problem Solving State Qualification (Junior Level) (2004) Velma Hamilton Middle School Honor Roll (2003-2006) Madison West High School Honor Roll (2006-) Solo and Ensemble Festival (Alto Saxophone, Class C, Score 1) (2006) Solo and Ensemble Festival (Alto Saxophone, Class B, Score 1) (2007) Team America Rocketry Challenge Finals (2nd Place) (2007)

Extracurricular Activities:

West High Rocket Club (2006-) 2nd Place in Team America Rocketry Challenge Finals

Student Support Foundation West (2007-) Cross Country (2006-) Track (2006-) Madison West Jazz Too (2006-) Madison West Pep Band (2006-) Madison West Freshman Band (2006-2007) Madison West Concert Band (2007-) Alto Saxophone Lessons (2003-) Guitar Lessons (2002-2007)

Volunteer Work:

Brat Fest (2007) Wisconsin Public Television (Office Assistant) (Summer 2007)


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Appendix I: Resume for Ruijun Wang

Education:

Brimhall Elementary School, 1998-2000 Shorewood Elementary School, 2000-2003 Hamilton Middle School, 2003-2006 West High School, 2006-Present

Academic Interests: Physics, biology, and mathematics Languages:

English Chinese (Mandarin) Intermediate Spanish

Extra-curricular Activities: Ping Pong Club, 2002-2003

Ice Skating Lessons, 2002-2004 FPS (Future Problem Solvers) club, 2004-2005 Math Counts, 2005-2006 Private Art Lessons, 2002-2005 Math Team, 2006-present Science Olympiad, 2007 Biology Honors Club, 2006-2007 Rocket Club, 2006-present

Music:

Violin- Violin lessons, 2003-Present

WYSO (Wisconsin Youth Symphony Orchestra) Sinfonietta, 2004-2006 WYSO Concert Orchestra, 2006-2007 WYSO Philharmonia Orchestra, 2007-present

Piano- Piano lessons, 2001-Present

Federation Piano Competition Solo, 2003-2006 National Piano Guild, 2003-2005 Participation in Sonatina Festival, 2003-2005 Other- Self taught Traditional Chinese Flute, 2007 Achievements: Celebration of Youth 1st place Photography Category, 2002 Battle of the Books participant, 2004-2006 Velma Hamilton Middle Honor Roll, 2003-2006 FPS (Future Problem Solvers) State Participant, 2003-2004 Madison West High School Honor Roll (4.0 GPA), 2006-present


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TARC 2nd Place, 2007 Interests:

Composing Music Reading

Piano Violin Video Games Ice Skating Skiing Wind Surfing

Flash Animations Realistic Pencil Drawing Graphic Design

Volunteer Service: Volunteer at Alicia Ashman Madison Public Library, 2006-present Wisconsin Public Television Phone Bank Operator, 2007


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Appendix J: Model Rocket Safety Code

1. Materials. I will use only lightweight, non-metal parts for the nose, body, and fins of my rocket.

2. Motors. I will use only certified, commercially-made model rocket motors, and will not tamper with these motors or use them for any purposes except those recommended by the manufacturer.

3. Ignition System. I will launch my rockets with an electrical launch system and electrical motor igniters. My launch system will have a safety interlock in series with the launch switch, and will use a launch switch that returns to the "off" position when released.

4. Misfires. If my rocket does not launch when I press the button of my electrical launch system, I will remove the launcher's safety interlock or disconnect its battery, and will wait 60 seconds after the last launch attempt before allowing anyone to approach the rocket.

5. Launch Safety. I will use a countdown before launch, and will ensure that everyone is paying attention and is a safe distance of at least 15 feet away when I launch rockets with D motors or smaller, and 30 feet when I launch larger rockets. If I am uncertain about the safety or stability of an untested rocket, I will check the stability before flight and will fly it only after warning spectators and clearing them away to a safe distance.

6. Launcher. I will launch my rocket from a launch rod, tower, or rail that is pointed to within 30 degrees of the vertical to ensure that the rocket flies nearly straight up, and I will use a blast deflector to prevent the motor's exhaust from hitting the ground. To prevent accidental eye injury, I will place launchers so that the end of the launch rod is above eye level or will cap the end of the rod when it is not in use.

7. Size. My model rocket will not weigh more than 1,500 grams (53 ounces) at liftoff and will not contain more than 125 grams (4.4 ounces) of propellant or 320 N-sec (71.9 pound-seconds) of total impulse. If my model rocket weighs more than one pound (453 grams) at liftoff or has more than four ounces (113 grams) of propellant, I will check and comply with Federal Aviation Administration regulations before flying.

8. Flight Safety. I will not launch my rocket at targets, into clouds, or near airplanes, and will not put any flammable or explosive payload in my rocket.

9. Launch Site. I will launch my rocket outdoors, in an open area at least as large as shown in the accompanying table, and in safe weather conditions with wind speeds no greater than 20 miles per hour. I will ensure that there is no dry grass close to the launch pad, and that the launch site does not present risk of grass fires.

10. Recovery System. I will use a recovery system such as a streamer or parachute in my rocket so that it returns safely and undamaged and can be flown again, and I will use only flame-resistant or fireproof recovery system wadding in my rocket.

11. Recovery Safety. I will not attempt to recover my rocket from power lines, tall trees, or other dangerous places.


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LAUNCH SITE DIMENSIONS Installed Total Impulse (N-sec) Equivalent Motor Type Minimum Site Dimensions (ft.)

0.00--1.25 1/4A, 1/2A 50 1.26--2.50 A 100 2.51--5.00 B 200 5.01--10.00 C 400

10.01--20.00 D 500 20.01--40.00 E 1,000 40.01--80.00 F 1,000 80.01--160.00 G 1,000

160.01--320.00 Two Gs 1,500 Revision of February, 2001


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Appendix K: High Power Rocket Safety Code Certification. I will only fly high power rockets or possess high power rocket motors that are within the scope of my user certification and required licensing.

1. Materials. I will use only lightweight materials such as paper, wood, rubber, plastic, fiberglass, or when necessary ductile metal, for the construction of my rocket.

2. Motors. I will use only certified, commercially made rocket motors, and will not tamper with these motors or use them for any purposes except those recommended by the manufacturer. I will not allow smoking, open flames, nor heat sources within 25 feet of these motors.

3. Ignition System. I will launch my rockets with an electrical launch system, and with electrical motor igniters that are installed in the motor only after my rocket is at the launch pad or in a designated prepping area. My launch system will have a safety interlock that is in series with the launch switch that is not installed until my rocket is ready for launch, and will use a launch switch that returns to the "off" position when released. If my rocket has onboard ignition systems for motors or recovery devices, these will have safety interlocks that interrupt the current path until the rocket is at the launch pad.

4. Misfires. If my rocket does not launch when I press the button of my electrical launch system, I will remove the launcher's safety interlock or disconnect its battery, and will wait 60 seconds after the last launch attempt before allowing anyone to approach the rocket.

5. Launch Safety. I will use a 5-second countdown before launch. I will ensure that no person is closer to the launch pad than allowed by the accompanying Minimum Distance Table, and that a means is available to warn participants and spectators in the event of a problem. I will check the stability of my rocket before flight and will not fly it if it cannot be determined to be stable.

6. Launcher. I will launch my rocket from a stable device that provides rigid guidance until the rocket has attained a speed that ensures a stable flight, and that is pointed to within 20 degrees of vertical. If the wind speed exceeds 5 miles per hour I will use a launcher length that permits the rocket to attain a safe velocity before separation from the launcher. I will use a blast deflector to prevent the motor's exhaust from hitting the ground. I will ensure that dry grass is cleared around each launch pad in accordance with the accompanying Minimum Distance table, and will increase this distance by a factor of 1.5 if the rocket motor being launched uses titanium sponge in the propellant.

7. Size. My rocket will not contain any combination of motors that total more than 40,960 N-sec (9208 pound-seconds) of total impulse. My rocket will not weigh more at liftoff than one-third of the certified average thrust of the high power rocket motor(s) intended to be ignited at launch.

8. Flight Safety. I will not launch my rocket at targets, into clouds, near airplanes, nor on trajectories that take it directly over the heads of spectators or beyond the boundaries of the launch site, and will not put any flammable or explosive payload in my rocket. I will not launch my rockets if wind speeds exceed 20 miles per hour. I will comply with Federal Aviation Administration airspace regulations


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when flying, and will ensure that my rocket will not exceed any applicable altitude limit in effect at that launch site.

9. Launch Site. I will launch my rocket outdoors, in an open area where trees, power lines, buildings, and persons not involved in the launch do not present a hazard, and that is at least as large on its smallest dimension as one-half of the maximum altitude to which rockets are allowed to be flown at that site or 1500 feet, whichever is greater.

10. Launcher Location. My launcher will be at least one half the minimum launch site dimension, or 1500 feet (whichever is greater) from any inhabited building, or from any public highway on which traffic flow exceeds 10 vehicles per hour, not including traffic flow related to the launch. It will also be no closer than the appropriate Minimum Personnel Distance from the accompanying table from any boundary of the launch site.

11. Recovery System. I will use a recovery system such as a parachute in my rocket so that all parts of my rocket return safely and undamaged and can be flown again, and I will use only flame-resistant or fireproof recovery system wadding in my rocket.

12. Recovery Safety. I will not attempt to recover my rocket from power lines, tall trees, or other dangerous places, fly it under conditions where it is likely to recover in spectator areas or outside the launch site, nor attempt to catch it as it approaches the ground.

MINIMUM DISTANCE TABLE

Installed Total Impulse (Newton-Seconds)

Equivalent High Power Motor Type

Minimum Diameter of

Cleared Area (ft.)

Minimum Personnel

Distance (ft.)

Minimum Personnel Distance

(Complex Rocket) (ft.)

0 -- 320.00 H or smaller 50 100 200 320.01 -- 640.00 I 50 100 200

640.01 -- 1,280.00 J 50 100 200

1,280.01 -- 2,560.00 K 75 200 300

2,560.01 -- 5,120.00 L 100 300 500

5,120.01 -- 10,240.00 M 125 500 1000

10,240.01 -- 20,480.00 N 125 1000 1500

20,480.01 -- 40,960.00 O 125 1500 2000

Note: A Complex rocket is one that is multi-staged or that is propelled by two or more rocket motors


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Appendix L: Material Safety Data Sheets

Material Safety Data

Sheets Propulsion and Deployment

Ammonium Perchlorate Aerotech Reloadable Motors

Aerotech Igniters M-Tek E-matches Pyrodex Pellets Black Powder

Nomex (thermal protector)

Glues Elmers White Glue

Two Ton Epoxy Resin Two Ton Epoxy Hardener

Bob Smith Cyanoacrylate Glue (superglue)

Superglue Accelerator (kicker) Superglue Debonder

Soldering Flux

Solder

Construction Supplies Carbon Fiber

Kevlar Fiberglass Cloth Fiberglass Resin

Fiberglass Hardener Selfexpanding Foam

Painting and Finishing

Automotive Primer Automotive Spray Paint

Clear Coat

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