1. LSU v9/08/05LA ACES Overview1 Louisiana Workforce Development For a Phase 2 state, the Workforce Supplement provided an opportunity to start something new. Based upon the good experience of several in Colorado for the “Getting Started” workshop Based as well upon the LSU group’s expertise in large scale scientific ballooning LA opted to start a Student Ballooning Project: Aerospace Catalyst Experiences for Students LA ACES

2. LSU v9/08/05LA ACES Overview2 Overview of the LA ACES Program A summary of the motivation, components and expectations of this Louisiana-wide student ballooning program

3. LSU v9/08/05LA ACES Overview3 Two Extremes The Aerospace engineer / scientist –Expert in practical skills –Familiar with team work –Write numerous proposals, reports, documents –Daily management of people, money and time The entering undergraduate student –Few practical skills No “Heathkits”, or High School auto or wood shops –Many have problems with writing and presentations Grammar, spelling, organization, argument presentation –Somewhat computer “literate” (web capable) Little programming, CAD or data analysis experience

4. LSU v9/08/05LA ACES Overview4 How do we go from one to the other? Need to provide “hands-on” practical experience Need to integrate classroom “theory” with real applications Need to improve communication skills Need knowledge about and experience with, team work, organization, and project management Some Engineering Departments address such issues –“Capstone” or Design courses in last year Most Science Departments have no organized method for handling this situation – Students pickup whatever they can along the way

5. LSU v9/08/05LA ACES Overview5 The ACES Pilot Project (2002-2003) Goals included the following –Attract new students to aerospace related programs –Provide background on how to develop programs –Practical experience with sensors, electronics & systems –Retain students in science by exciting their imagination Implemented pilot version with LaSPACE Workforce funding during 2002-2003 academic year –Test bed program concepts –Use LSU expertise in scientific ballooning –Build upon “Crawl, Walk, Run, Fly” program http://ssp.arizona.edu/sgsatellites/programs.shtml

6. LSU v9/08/05LA ACES Overview6 The ACES Basic Concept Use a latex sounding balloon as the vehicle –Up to 12 lbs payload without FAA waiver –Altitude up to ~100,000 feet Trained students to use knowledge about the project life cycle and project management Guide students to “think the problem through”. Students were exposed to skills not normally available in conventional classrooms.

7. LSU v9/08/05LA ACES Overview7 ACES Structure Involved students from LSU and SU –About 15 students organized in teams of 3-4 –Students committed to 4 hours / week (took attendance) –Paid student wage for up to 10 hours / week Weekly contact Tuesday & Thursday evening –One or two 1 hr lectures and 3+ hrs of activities –Talks on electronics, programming, payload design, project management & life cycle, technical aspects of high powered model rocket, radio telemetry & communication –Activities include CricketSat, CanSat and BalloonSat Launch trip to NSBF (May 2003) resulted in the successful flight of three student built payloads

8. LSU v9/08/05LA ACES Overview8 ACES Evolved into LA ACES The “lessons learned” from the pilot ACES program are incorporated into the current LA ACES program –Involve student teams from institutions across state –Formalize the training aspect of the program with a series of lectures and hands-on activities (Student Ballooning Course) –Balloon support activities centered at LSU-BR NASA approved LA ACES Workforce funding mid-2004 –Develop Student Ballooning Course (Spring & Summer 2004) –Re-design Cricketsat ===>>> SkeeterSat –Re-engineer Cansat board ===>>> BalloonSat board –Involve Technical staff in Physics at LSU Make available to other University groups in the state

9. LSU v9/08/05LA ACES Overview9 LaACES History and Status Activities at UNO, LaTech, ULL, SUBR & LSU-BR began fall 2004 & payloads were launched May 2005 Began 2005-06 session with LSU, SUBR, LaTech, UNO & McNeese –Hurricanes hit –UNO team dispersed and SUBR unable to continue –McNeese continued in ‘borrowed’ quarters –Had successful ‘double’ launch in May 2006 Current 2006-07 program involves LSU, SUBR, McNeese, UNO and LaTECH – launch projected for May, 2007

10. LSU v9/08/05LA ACES Overview10 Fall semester builds basic skills Proceed through the Student Balloon Course (SBC) lectures and activities Develop circuit building skills Learn about microprocessor programming Understand how to use sensors Develop knowledge of project management techniques Understand the ballooning environment, payload constraints and design Exposure to various science topics appropriate for balloon payloads

11. LSU v9/08/05LA ACES Overview11 Motivation for the SBC There has been little development of classroom materials to support the student built aerospace payload program. No materials for an integrated course –Need to cover diverse topics –Need to complete in academic year Focus on younger undergraduates –Work with ~2 nd year students Available “CanSat” electronics needed improvements Provide basis for an advanced program Launch of the ACES-01 vehicle during May, 2003

12. LSU v9/08/05LA ACES Overview12 SBC Contents A course syllabus –Provides a summary of the Student Ballooning Course –Can be modified to fit institution needs Lectures –33 PowerPoint presentations covering the primary topics relevant to the program Activities –30 descriptions of hand-on activities that complement the lectures and build skills relevant to payload development List of materials necessary for the activities A hardware kit with the PCBs, microcomputer and other core components required to support the activities Evaluation forms –Feedback from both students and instructors is important

13. LSU v9/08/05LA ACES Overview13 The SBC Units The lectures and activities are divided into five major units 1.Electronics – Basic knowledge about circuits, sensor interfacing & data acquisition 2.Programming – How to control the BASIC Stamp, read & store data, interfacing to devices 3.Project Management – How to plan, manage and track the progress of a project 4.Balloon Payload Design – Facts and skills relevant to the successful development of a payload 5.Science – Collection of a few presentations on science topics relevant to balloon payloads

14. LSU v9/08/05LA ACES Overview14 This Year a “New Wrinkle” is added Plan to do a Tethered Balloon “Flight” just after Christmas Break. –Each student ‘flies’ a simple sensor interfaced to BalloonSat board –Provides an intermediate goal for the students –Puts new skills into practice and demonstrates the factors needed to be successful in real flight –Provides practice on documentation writing and presentation –Demonstrates GPS flight systems used in tracking

15. LSU v9/08/05LA ACES Overview15 Spring semester is focused on payload Apply skills learned in the fall to develop a small balloon payload Proceed through a project life cycle and apply project manage- ment techniques Written documents & presentation required for Preliminary Design Review (PDR), Critical Design Review (CDR) & Flight Readiness Review (FRR) Groups fabricating payloadsProgramming the controller

16. LSU v9/08/05LA ACES Overview16 The Project Phases All projects complete roughly the same phases from inception to completion OPERATION DESIGNPDR DEVELOPMENTCDR FABRICATION INTEGRATION TESTINGFRR

17. LSU v9/08/05LA ACES Overview17 The National Scientific Balloon Facility hosts the LaACES launches. May 03,05,06: Next launch planned for May, 2007 Must successfully complete FRR prior to flight Operations improve each year from ACES in May 03 ACES-01 was assembled and tested in this NSBF hanger Students preparing for their FRR

18. LSU v9/08/05LA ACES Overview18 ACES-01 Launch Preparation Payloads in final configuration and checkout all flight systems.

19. LSU v9/08/05LA ACES Overview19 ACES-01 Launch Day Payload string consisted of several radio beacons –Location “chirper” at top –Primary GPS radio next –Secondary GPS at bottom Three student payloads –TIC, StuMURD, FRED A 60” Skyangle parachute Radar reflector at bottom Total Weight was 11.8 pounds.

20. LSU v9/08/05LA ACES Overview20 Payloads were set for flight

21. LSU v9/08/05LA ACES Overview21 The Balloon was inflated

22. LSU v9/08/05LA ACES Overview22 And we had launch!

23. LSU v9/08/05LA ACES Overview23 Then the Chase began

24. LSU v9/08/05LA ACES Overview24 An easy recovery --- this time

25. LSU v9/08/05LA ACES Overview25 Initial results followed the flight

26. LSU v9/08/05LA ACES Overview26 Conclusions LaACES builds upon the previous ACES experience The new Student Ballooning Course provides a formal structure that will enhance the skill learning process During payload development the student teams follow a typical project life-cycle and need to pass three reviews Flight operations will take place at NSBF in Palestine, TX during May each year Communication and feedback is important –Evaluation forms are included in the SBC –Not much use of the LaACES Yahoo discussion group at http://groups.yahoo.com/group/la-aces/ http://groups.yahoo.com/group/la-aces/

27. LSU v9/08/05LA ACES Overview27 Many Thanks …… NASA for Workforce Development Support J. Giammanco, Instructor in Dept. of Physics and Ham radio operator for GPS and Radio systems and for getting the amateur radio clubs out to help with chase and recovery B. Ellison, Head of Electronics Development Group in Physics for board re-works, Ham radio support, de-bugging the ‘mess ups’ and student support T. G. Guzik, Research Professor, for managing the overall program, providing the interfaces, shepherding the development of the SBC and critiquing the PDR, CDR, and FRR reports and leading the flight expedition Many Amateur Radio enthusiasts who have come out to help J. G. Stacy of SUBR for his support and help through the Pilot and into LaACES The ‘Leads’ for the programs at the other institutions in LA for being willing to ‘take a chance’ as well as providing the evaluation and feed-back needed to evolve the program The staff at the Columbia Scientific Balloon Facility for their hospitality, help and forbearance. The LaACES students, most still in school, but some in a variety of jobs.

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