Engineering Activity: Astrobiology Initial Questions Mike Cooney Apr. 23. 2008 * What is astrobiology in context of this activity? Looking for life? Precursors to life? Potential for life? < DLM: http://en.wikipedia.org/wiki/Astrobiology In the context of this activity: Detecting and characterizing any form of active & past life and its environment in our Solar System exists. using the scientific methodology (related to the fields of astronomy, biology, geology). > * What is the goal? Teach about astronomy/astrobiology? DLM: yes! Teach about engineering? DLM: yes! Teach engineering processes? DLM: yes, mostly! Other...? * If engineering: Goal of mission? (Do we decide? Do students pick?) Detect life? Make contact? Assimilate life? Save the planet? What is the mission (is there a mission)? Ground based? Space mission? Manned? Robots? Landing on surface? Orbiting astronomical body? < DLM: This depends on the students. After 1h30 in the process, students may select a space mission (robots or man) supported by ground-based observations? It is important that they understand and express the pros and cons for their choice.> How to detect astrobiology (assuming lifeforms)? Optical detection? Spectra? Radio detection? Do they talk about building a telescope? Plan of action using a current one? < DLM: sure, they could build an extra-sensitive space telescope to work in the O3 line.. once again, that will depend on their selection. Our goal, as instructors, is to make sure they lay down a concept for the mission with a clear understanding of the science mission goals, mission engineering choices and the risks.> Boots on the ground? Chemistry? Moleculear? Spectra? What is the engineering aspect? What kind of detail do we want? If manned mission, do they say we will goto Mars and look for life? Do they explain how the rocket will get them there, how to maintain sustainable food supply? What is the level of detail expected? < DLM: Yes, they would have to develop the concept for the mission: vehicle, logistics, safety, and we have to help them get a list of these points that they need to look at.> General type questions: What is the deliverable (poster, presentation, other)? < DLM: The deliverable are posters that present a concept for a part of the mission. > Working arrangements? Group(s)? Single? DLM: Group Have time to research? Ask mentors? Look online? Use previous knowledge? < DLM: that's the tricky part. We do not encourage students to look for support material on the internet, otherwise they may get lost in details (e.g., how many calories per day to survive in space?). We rather encourage them to identify the requirements, propose solutions, identify problems and risk areas.> Knowing nothing about the goals/purpose/planning/timing: is something like below anywhere near the ballpark? Assumption (one of many...) ~4 hours for activity. 0) Students hear talks about astrobiology/possibility for life on other astronomical bodies. (30 min) 1) Students discuss what body would most likely harbor life. (15 min) 2) Students decide on method to detect life on their chosen body. (15 min) 2a) For sake of argument, I am going to say they chose to look for life on Titan and chose to land a robot there. 3) Students research Titan and come up with a plan of attack. (30 min) 4) They decide to break into two groups. One will come up with methods of detecting life (detectors). The second will come up with ways to deploy detectors (airplanes,rovers,boats...). (2hr) 4a) They will have to work within some physical constraints i.e. has to be physically possible, don't assume great leaps of technology... 5) Groups then present their results to the entire group. (30 min) < DLM: Yes, yes!!! i would add a special mention for providing them with a quick overview on system engineering process and tell them ahead that this is what we plan to do during the 4 h: - identify mission scientific goals (key drivers and secondary) - derive high-level requirements and group them by components (science support, vehicles, sensors, communication, etc) or by discipline (ME, EE, SE, etc) - for each component: get a flow-down of the requirements to the next level propose one or more concepts fulfilling requirements briefly identify interface requirements to other components (may have to iterate among components) select one concept and provides more details on it - summarize and present to the group for review & questions requirements derived requirements (flow-down) concept that was selected (including risk mitigation) concepts that were not selected > Relevent skills to engineering/life: Step 0: Covers knowledge and science Step 1/2: Discussion about the science, making practical design choices, setting up criteria for success/failure. Step 3: Research skills Step 4: Practical engineering skills: working in teams, applying research, working w/in constraints, deadlines Step 5: Synthesis skills, oral/writing skills. An astronaut in space in 1970 was asked by a reporter, "How do you feel?" "How would you feel," the astronout replied, "if you were stuck here, on top of 20,000 parts each one supplied by the lowest engineering bidder?"