Executive Summary

The International Space Mission Training Program (ISM-CREATE) delivers both technical training in Space Physics at the Master’s level and Professional Skills training. In Canada the training program satisfies one-half of the course requirements for a thesis based M.Sc.

The ISM vision builds upon a longstanding partnership between universities in Canada and Norway. Three Norwegian students participated in the first full offering of the program in 2017. Two Master’s students from University of Tromsø were awarded 30 ECTS based on an internal review of the course material and subjective reporting of the difficulty and effort required. (A PhD student from the University of Oslo did not require credit transfer.) This document is intended to codify the transfer credits with an objective review of each course. The ISM would like to encourage the participation of Norwegian students and promote international mobility. By ensuring the program is equivalent to a typical Norwegian term of study (30 ECTS) students will be able to take advantage of this unique opportunity. We propose that the entire ISM-CREATE program be considered as equivalent to one-half of the 60 ECTS required for a year of Master’s level study in Norway.

The proposed ECTS are based on the standard of 1 ECTS per 25 hours of study and/or the standard of 1 ECTS per 25-30 pages of reading material. The Professional Skills portion of the program is integrated across both RMC 547 and 549 Master’s level space mission courses. Students are expected to apply the professional skills of team, communication, leadership and personal reflection to the work of the technical courses.

Course Study Period Hours and Reading

Proposed ECTS

RMC PHY 547: Space Mission Analysis

13 Weeks Jan-Apr

260 hours 370 pages

10

RMC PHY 549: Space Mission Design

3 Weeks June/July

250 hours 10

Professional Skills Certification

8 Months Jan-Aug.

75 hours 250 pages

10

Norwegian students may choose to stay at their home university for both RMC 547 and Professional Skills Certification which are offered on-line. Funding for Norwegian students is available for both travel and as a stipend to support their study while in Canada.

International Space Mission

Training

1.0 Course Title: International Space Mission Analysis; RMC PHY 547

Instructors: Dr. Ron Vincent, Professor in Physics and Engineering Physics, Royal Military College of Canada

Dr. Laureline Sangalli, Professor in Physics and Engineering Physics, Royal Military College of Canada

Proposed Credit: 10 ECTS

Teaching Methods: 6 modules are studied over a 13 week period. Weekly instructional session given on-line via Skype. Module board for inquiry and discussion of topics. Estimate of 20hrs/week of student study, research and writing.

Program Abstract

This course represents the first half of the space mission analysis and design curriculum. The course consists of lectures and case study assignments covering various aspects of space missions, including systems engineering, propulsion systems, launch vehicles, power systems, thermal control, communication and navigation, ground systems, mission operations, safety, tolerance, risk and failure management. This graduate course represents a study period of one semester. The course material is divided into 6 modules. The first five modules are two weeks in length, while the sixth module is three weeks in duration. Students can expect to spend at least 20 hours of study time per week. See pp. 3-4 for a condensed course schedule. Total Hours 260.

Evaluation

Students must attain a grade of at least 70% in order to pass this course. Grades will be calculated as follows:

Students will conduct six case studies focusing on major aspects of space missions, including Power Systems, Propulsion, Thermal Control, Navigation and Communication, Ground Control

and Operations, and Mission Design. Case studies will be submitted in the form of a report following the conventions of a journal paper. Each assignment will be assessed on the student’s demonstrated knowledge and understanding of the material, ability to research the topic, application of concepts, and the quality of writing.

Course Schedule

The following schedule indicates lesson topics, learning objectives, and assignments. Full details on required readings, assignments, etc. are on the course website.

Weeks Lesson on Topic and Learning Objectives

Assignments

Week 1-2 Module 1: Power Systems On completing this module, students should be able to: -Describe the physics of power generation for satellite missions -Describe the operation of potential satellite primary

and secondary power sources -Understand design concepts of satellite power

systems -Undertake an option analysis for determining the

power system for a satellite mission

Case Study 1

Week 3-4 Module 2: Propulsion and Attitude Control On completing this module, students should be able to: - Describe the operation of satellite propulsion

systems - Understand design concepts of satellite propulsion - Undertake an option analysis for determining the

propulsion system for a satellite mission - Describe the operation of satellite attitude

determination and control systems - Undertake an option analysis for satellite attitude

determination and control system for a satellite mission

Case Study 2

Week 5-6 Module 3: Thermal Control On completing this module, students should be able to: -Describe the thermal environment for a satellite

- Perform first order thermal calculations for a satellite -Describe thermal control methods and understand their applicability to the thermal design process - Undertake an option analysis for determining thermal control for a satellite mission

Case Study 3

Weeks 7-8 Module 4: Navigation and Communication On completing this module, students should be able to:

Case Study 4

-Describe the physics of satellite communication and

navigation -Describe the operation of a satellite navigation and

communication systems -Understand design concepts of satellite navigation and communication systems -Undertake an option analysis for determining the

navigation and communication systems for a satellite mission

Weeks 9-10 Module 5: Ground Control and Operations

On completing this module, students should be able to: -Describe the basic elements of a satellite ground station and the different types -Describe mission operations concepts and systems - Describe the goal and basic conduct of space operations -Understand the basic principles in designing an operations plan based on the ground control segment of a space mission -Undertake an option analysis for determining a solution for ground control and operations of a satellite mission

Case Study 5

Weeks 11-13 Module 6: Mission Design On completing this module, students should be able to:

-Describe the fundamental process of the space

mission design process -Understand failure tolerance, cost analysis, performance budgets, satellite structures and configuration as well as satellite assembly, integration and testing -Create a preliminary design for a small satellite or high altitude balloon mission based on the concepts learned in the previous five modules

Case Study 6

Course Materials

Students are required to purchase the following book: James Wertz, Space Mission Engineering: The New SMAD (Microcosm Press, 2011) ISBN: 978-1881883159 The textbook is available for purchase on-line at the Queen’s University bookstore or https://www.astrobooks.com

Required Reading Pages # of Pages Chapter 1: Introduction Pages 1-24 24

Chapter 3: Space Mission Engineering Pages 45-60 15

Chapter 4: Mission Concept Definition and Exploration Pages 61-82 21

Chapter 5: Mission Analysis and Mission Utility Pages 83-104 21

Chapter 9: Orbits and Astrodynamics Pages 197-234 37

Chapter 15: Overview of Payload Design Pages 439-454 15

Chapter 16: Communication Payloads Pages 455-492 37

Chapter 18: Propulsion Pages 527-564 37

Chapter 19.1: Spacecraft Attitude Determination and Control Systems

Pages 591-600 9

Chapter 19.2: Spacecraft trajectory Navigation and Control Systems

Pages 565-591

26

Chapter 21.1: Telemetry, Tracking and Command Pages 627-641 14

Chapter 21.2: Power Pages 641-662 21

Chapter 22: Structures and Thermal Pages 663-700 37

Chapter 28: Ground System Design Pages 879-902 23

Chapter 29: Mission Operations Pages 903-936 33

370

2.0 Course Title: International Space Mission Design; RMC PHY 549

Instructors: Dr. Ron Vincent, Professor in Physics and Engineering Physics, Royal Military College of Canada

Dr. Laureline Sangalli, Professor in Physics and Engineering Physics, Royal Military College of Canada

Proposed Credit: 10 ECTS

Teaching Methods: 3 week intensive field school on location at Royal Military College in Kingston. Students have access to lab, fabrication, design and launch facilities. Continuous interaction with professors, lab technicians and students from diverse backgrounds makes this a rich and unique learning environment. The continuous nature of the program allows professors to compress the standard 13 week course into 20 days.

Program Abstract

The goal of this course is to design and build a balloon-borne payload to simulate a Cube-Sat mission.

Students will put in practice the theoretical knowledge of mission analysis they acquired in PHY 547, along with the technical skills gained during their undergraduate degrees and graduate work. Additionally, they will strengthen professional skills necessary for successful team work and effective communications through informal discussions, interactions with faculty, teaching other students as well as learning from them. The wide range of expertise from the varied background of all the students enrolled in the course will offer great learning opportunities. This graduate course represents a study period of one semester compressed into 3 intensive weeks. Students will have direct contact with faculty for this period and the instructional time can be compressed by reducing the need for review and assessment over the course of a full semester. Students can expect to spend at least 70 hours of study, discussion, team building and preparation time per week. The final report will represent an additional 40 hours of writing. Total Equivalent Hours 250

Evaluation

Students must attain a grade of at least 70% in order to pass this course. Grades will be calculated as follows:

Assignment Weight Format Preliminary Design Review (PDR) 20% Presentation

Critical Design Review (CDR) 30% Presentation

Flight Readiness Review (FRR) and Pre Flight Checklist (PFC)

10% Demonstration and Document

Post Flight Review 40% Document (30%) and Presentation (10%)

Course Schedule

The following schedule indicates lesson topics, learning objectives, and assignments.

Weeks Lesson on Topic and Learning Objectives

Assignments

Week 1 Preliminary Design Review (PDR) and Critical Design Review (CDR) Students will spend the beginning of the week preparing the background research necessary to build the payload. They will start building and testing the subsystems and programming the data acquisition and handling during the remaining part of the week.

PDR document and presentation including the schematic of the subsystems architecture. CDR document and presentation.

Week 2 Flight Readiness Review (FRR) Students will spend the week finishing building and testing the subsystems, programming the data acquisition and handling, and finally integrating the systems to demonstrate flight readiness. They will also spend time preparing for the flight and packing the equipment necessary for launch

FRR document and Pre-Flight Checklist (PFC)

Week 3 Launch and Post-Flight Review (PFR) Students will finish the preparation for the launch: pack, travel to launch location, Wingham, ON and back, perform the data analysis and prepare the PFR.

PFR document and presentation.

Course Missions

Mission 1: Science: Cosmic ray detection Payload: Geiger counters (2) Operations:

Attitude sensor

GPS

Main bus + recording

Temperature sensor (in/out)

Antennas:

Telemetry (LoRa 915 MHz – various protocols)

Tracking (APRS 44 MHz)

Cut down system

Insulated chassis

Mission 2: Science: TBD Payload: TBD Operations:

Attitude sensor

GPS

Main bus + recording

Temperature sensor (in/out)

Analogue to digital converter (ADC)

Antennas

Telemetry (LoRa 433 MHz – various protocols)

Tracking (APRS 44 MHz)

Cut down system

Insulated chassis

Course Deliverables

Preliminary design review (PDR): The PDR is a technical review to ensure that the system under review can proceed into detailed design, and can meet the stated performance requirements within cost (program budget), schedule (program schedule), risk, and other system constraints. The PDR demonstrates:

• An understanding of the mission requirements and of system and subsystem requirements

• Definition of the concept of operations (CONOPS) • Overview of preliminary design • Identification of necessary testing efforts necessary to finalize the mission • Preliminary budget (if required)

Critical design review (CDR): The CDR is a technical review to ensure that the system can proceed to fabrication, demonstration, and test; and can meet the stated performance requirements within cost (program budget), schedule (program schedule), risk, and other system constraints. The CDR demonstrates:

• All PDR level requirements to be decided (TBD) and to be recorded (TBR) are resolved • Refinement of the CONOPS • Results of detailed design and analysis for each subsystem • Verification that detailed design meets system and subsystem level requirements • Identification of subsystem and system level tests necessary for requirements

verification • Results of requirements verification tests completed to date • Overview of mission operations • Preliminary launch day sequence of events • Revised budget (if required)

Post flight review (PFR): The PFR provides an assessment of flight operations and results of the demonstration flight. The PFR provides an assessment of successful and unsuccessful flight operations. The PFR provides:

• Overview of mission objectives and design • Comparison of planned and actual CONOPS and sequence of events (SOE) • Raw and processed data from flight operations

Flight readiness review (FRR): The FRR demonstrates that the package is ready for launch and that testing has been successful. If the package is not ready, the team will have to work on the days prior to launch to ensure repairs or modifications are completed. The following will be decided at the FRR stage: Crew assignment

Mission control officer

Ground station crew

Recovery crew o Package crew Pre-flight checklist (PFC): lists the operations procedures for launch

Configuring the ground station,

Preparing the package Launch preparation procedures, launch procedure and removal procedure

3.0 Course Title: International Space Mission Training Professional Skills Certification Program

Instructors: Wenona Partridge, Educational Development Specialist, The Gwenna Moss Centre for Teaching Effectiveness, University of Saskatchewan

Dr. Kathryn McWilliams, Professor, Physics and Engineering Physics, University of Saskatchewan

Proposed Credit: 10 ECTS

Teaching Methods: Ten 3-hour seminar sessions with presentation of materials and facilitated discussion

Evaluation: Evaluation is based on class participation and contribution to discussions.

Bi-weekly forum questions are given to elicit a reflective written response. Students are

assessed on a regular basis by the development of a reflective professional skills e-

portfolio, which includes their biography, CV or resume, Mission Statement, Learning

goals, and documentation of personal growth experiences. Students formally present

their e-portfolios to their peers and instructors at the end of the program.

Program Abstract

The ISM CREATE Professional Skills training program combines two Graduate level semester long seminar programs to meet the needs of the ISM CREATE cohort. They are GPS 984: Critical Thinking and GPS 974: Advanced Graduate Professional Skills. The professional skills training satisfies the professional skills requirement of the CREATE funding program. More generally, it also works to address the concern expressed by the Tri-Council Granting Agencies and the Canadian Association of Graduate Studies about a lack of a wide range of professional skills training within Canadian graduate programs to enable graduate students to excel in responsibly engaging and leading our complex global communities into the future.

The Professional Skills training program is closely integrated with the 2 RMC technical courses. A group report is a requirement of RMC 547 and the skills acquired in this program must be put into practice. Post group work assessments are conducted to allow students the opportunity to reflect on effective, and potentially destructive, behaviours and to develop strategies for becoming a highly functioning team. This model is then applied in the intensive RMC 549 course, which requires students to be effective team members and communicators while working under acute time pressure. They consciously apply skills of teamwork, leadership, interpersonal culture and communication developed in professional skills training program to ensure success of the mission. Post mission, students complete a reflective writing and a presentation to further explore and articulate the skills they used and developed, as well as to

understand the impact of their own and others roles and behaviours in a stressful, time constrained team environment.

GPS 984 focuses on foundational frameworks of thinking (often invisible to us) that are used for almost everything we do in our personal and professional lives. The key theme—creative and critical thinking—involves a process of thinking about thinking in which identifying our assumptions and reflecting to enhance learning and thinking, are built into every session. Each session includes reflective activities to help ensure that the course content and activities remain grounded in the realities of work and life. Through discussions students uncover their own knowledge frameworks and assumptions. They discover ways in which personality, human thinking, social contexts, cultural beliefs, and fields of study subtly but deeply shape our ways of knowing and acting, often without our awareness. Students develop mutual appreciation of each other’s vantage points that enrich their own academic fields, research, friendships, and future professional practice.

Students will:

Identify a number of professional skills required to develop for professional and personal goals.

Become aware of conceptual frameworks and develop thinking skills, to identify assumptions and biases in own and other’s thinking.

Develop an appreciation of differences in the thinking in diverse cultures and how to interact within multicultural groups.

Learn to appreciate the importance of group dynamics for problem solving and learning.

Develop a personal understanding of how disciplinary excellence requires reflection on how they think, what they believe, and how they act

GPS 974 Students are given the opportunity to complete a number of personal

assessments including the Clifton Strengths Finder, Myers Briggs Type Indicator

(MBTI), Mindset survey, and Hot Buttons self assessment. These various studies allow

graduate students to identify their strengths, construct a learning plan for personal and

professional growth, and reflect on experiential learning. In addition to classroom

instruction and discussion, students are assigned a learning coach and receive one-on-

one coaching to develop a mission statement, express their learning goals and identify

areas to focus on for further professional skills development.

Focus on the skills domains listed below is intended to help students develop personally, advance in their career, and grow academically. This aspect of the program is concurrent with the technical training in Space Physics. Students must apply their learning in these skills domains in order to successfully navigate an intensive mission design:

1. Critical and creative thinking Students explore their thought processes, personal biases, and creative propensities. By engaging in courses and workshops that address these issues, they have the opportunity to analyze and question assumptions and expand thinking and empathy.

2. Professionalism, ethics, and integrity Learning experiences focus on professional conduct. By exploring such topics as business ethics and professional integrity, students will learn how to conduct themselves in ways that are favorable to their career.

3. Communication Workshops and courses help students to develop written and verbal communication skills, which can then be applied within a professional sphere. Topics may include creating memos, writing professional emails, and giving presentations.

4. Interpersonal skills Learning experiences address topics such as networking and developing relationships with people in a professional context. Students will learn how to establish and maintain connections within their field.

5. Intercultural competence Students will develop an understanding of the impact their own experience and culture on their view of the world and others and an appreciation for the perspectives of others, particularly those from different cultural backgrounds. Understanding diverse cultural contexts allows students to develop connections and thought processes that may help both professional and personal life.

6. Leadership Workshops and courses teach students how to take initiative and challenge themselves and their colleagues to do their best work.

7. Career development Learning experiences address how to choose a career path and how to continually adapt to workplace changes.

8. Wellness and life balance Students learn how to balance professional and personal life to get the most out of both. They will learn that, as the proverb goes, having a career is not the same as having a life.

9. Research and project management Students will learn how to cultivate the skills necessary to manage whatever professional initiatives they may develop. They will also learn how to gather and utilize resources, handle deadlines, organize teams, and plan projects.

10. Reflection and intrapersonal skills Workshops and courses focus on development through reflective practice. As students work through learning experiences, they will keep track of their progress and identify what works, what doesn’t work, and what needs to be changed. Students need to learn to look inward as well as outward.

Required Readings and Media

Daniel Kahneman, Thinking Fast and Slow (26 pages)

• Ch. 3 The Lazy Controller, p. 39-49

• Ch. 7 A Machine for Jumping to Conclusions p. 79-78

• Ch. 8 How Judgments Happen p. 89-96

Michael J. Kirton (Editor), Adaptors and Innovators : Styles of Creativity and Problem

Solving by) P. 7-16 (9 pages)

Carol Dweck Mindset: The New Psychology of Success by P. 1-81 (80 pages)

Milgram Experiment (Case

study) https://www.simplypsychology.org/milgram.html (6 pages)

Jonathan Haidt, The Happiness Hypothesis: Finding Modern Truth in Ancient

Wisdom, (the original source of the elephant/rider metaphor) (20 pages)

Chip Heath and Dan Heath, Switch: How to Change Things when Change is Hard

P. 259-267 (8 pages)

Jeff Sutherland, Scrum: The Art of Doing Twice the Work in Half the Time, P. 234-

238, (4 Pages)

MBTI background reading and analysis of personal results (about 50 pages)

Clifton Strengths Finder: background readings and analysis of personal results (30

pages)

Handouts:

o Kleefeld, John Asking Questions in Negotiation.pdf (5 pages)

o Kleefeld, John Tips for Effective Negotiation Role-Playing.pdf (5 pages)

o Reflective Learning Workshop (Handout 10/07) by Jenny Moon, (5 pages)

Total pages: 248

TED Talks

The danger of a single story, TED talk by Chimamanda Ngozi Adichie

Developing a Growth Mindset, TED talk by Carol Dweck

Do schools kill creativity? TED talk by Sir Ken Robinson

The puzzle of motivation, TED talk by Dan Pink

Why Good Leaders Make You Feel Safe, TED Talk by Simon Sinek

o https://www.skillsyouneed.com/ls/index.php/325444 assessment about

leadership type

The walk from "no" to “yes”, TED talk by William Ury

Program Assessment: Pass/Fail, Professional Skills Certificate